Modbook by Wu Ning Jing

The Education Working Group Presents

MODBOOK

Ideas & Exposition

AY2022/2023 Semester 2

Foreword

And so another semester begins; with it the usual task of selecting and registering for modules.

A task likely made easier with the provision of the Modbook. On behalf of my fellow Ideas and Exposition (IEM) colleagues, I would like to express our thanks to the Tembusu College students who took the time and effort to compile this resource.

When lecturers develop modules, there would be, I would argue, a desire to connect with students in a particular way, using the content of the module as a bridge. Using this basic desire, lecturers craft learning materials, tasks and resources, with objectives in mind that we see as enriching students, not just in terms of content and skills, but also in how they see and understand the world around them.

In each entry in the Modbook, you will be given a snapshot of what underpins each IEM module from both the disciplinary, pedagogical and personal perspectives of the relevant IEM lecturer. As you peruse the information given, it would be important to see what resonates with you, and what aligns with your interests and passions.

We often use the word ‘resonance’ to indicate alignment or agreement. It is a conceptual metaphor that utilizes what is understood in physics as the reinforcement and prolonging of sound. Concert halls with lovely acoustics use resonance to create a full sound in the space, a sound that not only wraps around you as you listen, but invites you to listen more intently, to tease out nuances and form ideas about the sounds you hear.

Each IEM module invites you to take the opportunity to find this resonance and engage with it with criticality and rigor. Just like how no one genre of music is the same as another, so what resonates with one may not with another. This is why we offer a suite of modules with different foci, aiming to capture the varied dimensions of the social space that we inhabit.

It is our hope that with the help of this Modbook, you will find what resonates with you, and be part of an academic and personal journey that opens up new horizons of knowledge, skills and perspectives on the world around us.

Have a happy and enriching semester ahead.

Dr Marissa E Kwan Lin University Town Writing Programme (UTWP) coordinator

UTW1001A

Identities and Ideas in Modern Market-Driven Societies

UTW1001C

At the Edges of the Law: Ethics, Morality and Society

UTW1001D Self, Society, and the Digital Tsunami era

UTW1001I Science and Popular Narratives

UTW1001J

How do we frame the Climate Crisis?

UTW1001M Sport and Competition

UTW1001O

The Urban and the Wild: Reading Urban Progress in Southeast Asia Ecocritically

UTW1001T

How Rich Should Anyone Be?

UTW1001Z

Colour: Theory, Meaning and Practice

Ideas & Exposition

UTW1001A Identities and Ideas in Modern Market-Driven Societies

Dr Marissa E Kwan Lin

What inspired the conceptualisation of the module?

I started the module as I felt the concept of a market-driven society was something relevant to our times and worth exploring because of the consequences and implications it has on society. Knowing how society functions connects with our experience of it, and enables us to explain the very things we experience as a member of the society we live in.

The idea of a market-driven society interests me greatly as it is clear how the different dimensions of our experience from work to leisure are impacted by the concept of the market and its related ideas. We often go through life without really thinking about the ‘how’ and ‘why’ of the ways we live, attributing these to ‘just the way things are’. Thus, it became clear to me that we need to learn to wonder about and examine the ‘how’ and the ‘why’.

How do you bring your field of interest into the seminar?

My field of interest is what is known as Multimodal Critical Discourse Studies (MCDS). In a nutshell, MCDS involves examining the various communications we use in our daily lives for relations of power and ideologies that we often are unaware of. MCDS looks at these communications as an interactive composite of signs like words, images, gesture, sound, etc. that help us make meaning. MCDS can help us understand how our choices, ideas and behaviours expressed in the different types of communications we use are intricately linked with how societies function.

For UTW1001A, in our readings, we examine how communications are used as ways to talk, act and think about being in a market-driven society. We do this by looking at communication material (e.g., posters, speeches) and interview data (ethnography), though there may be other analytical methodologies that can be used as well.

What do you want students to learn from the module?

I would like for students to learn how academic reading and writing can be used to discuss prevalent issues of the day, with a basis in good argumentation, effective use of language and communication skills and a healthy respect for the points of view of all. But, before we can do this, we need some amount of content to read and write about.

In UTW1001A, we focus on the pervasiveness of market logic, which is a way of thinking that prioritises profit-loss thinking and capital accumulation as a primary means of conducting our lives. Many researchers have written about the negative impact of this market logic and how it ultimately affects our sense of self and sense of worth as individuals. Thus, I would like for students to become more aware of how our daily thoughts, actions and opinions may be influenced by this logic, and begin to think of how we should respond to it.

The content for the course contains both theory and application. We first build our theoretical knowledge, and then apply it to see how such knowledge is relevant and useful for understanding the society we live in.

Knowledge is also often created with others. UTW1001A classes are thus interactive, dependent on thoughtful and engaged pre-class preparation and meant to allow students to bring in their own interests and experience so they can share these with others and continuously refine their knowledge. The latest research on learning science has shown that the best way to learn is by practising retrieval, which means that we should be constantly retrieving knowledge learnt, refining, practising and applying it in a variety of ways. This can only happen if students are actively learning in and out of class, utilising the various course materials, resources and tasks to keep retrieving and using their knowledge.

To me, every student is an important part of the learning process as everyone’s experiences are different, and we need these differences to build

“Knowing how society functions connects with our experience of it, and enables us to explain the very things we experience as a member of the society we live in.”

knowledge that is meaningful for everyone in class. With everyone’s input, students can look forward to knowing more about how the society they live in functions, i.e., what are the ideas and identities that form the core of its being and doing.

What are some key topics that will be covered in the module? Would it be possible to provide some sample readings for the module?

The module is centred on neoliberalism – the phenomenon that many researchers have argued forms the basis of the market logic we see now that is so pervasive in society.

The term ‘neoliberalism’ may seem daunting, and this is exactly why we will spend the first few weeks of the semester attempting to become familiar with. As with all good questions, there are seldom complete answers. So we aim to tease out neoliberalism’s key characteristics that many researchers can generally agree on. To do this, we look at a range of readings that apply the concept of neoliberalism, taking from each reading an understanding of how neoliberalism is conceptualised, finding out how researchers from a variety of disciplines investigate the

operationalisation of neoliberal logic in society. The module will use readings that look at how company branding incorporates neoliberal logic, how the concept of neoliberal selfresponsibilisation has an underbelly that often goes unnoticed, how different groups of individuals negotiate neoliberal logic and how ubiquitous discourses like lifelong learning and healthcare can be linked to neoliberalism.

A reading we will be looking at, which I would like to highlight, is Pow Choon Piew’s extremely interesting chapter on the influence of market logic in urban policies involving the super-rich in Singapore. Readings like this and those listed above have been curated to help us examine how neoliberalism works in the society we live in. As we read the arguments of various academics like Pow, we aim to think critically about the points made and analyse the argumentation and language used.

What are some of the key assignments/ milestones that students can expect throughout the semester?

For UTW1001A, the emphasis is on the ability to read and write for academic purposes, together with a strong interest in critically exploring the topic of neoliberalism. This includes analysis of arguments to see how authors present a stand and support it and developing one’s awareness of the topic of neoliberalism as discussed by academics in the field. Students will also learn some basic research skills like how to propose and develop a suitable research topic.

Students are expected to produce writing appropriate to the academic register, so they will learn how to organise and word ideas for an academic paper, together with documenting sources so readers of submitted student papers can see how these sources have informed and impacted the arguments presented.

We have three assignments – the reflective summary, 8-minute pitch and an expository paper. The first helps students consolidate their knowledge of the course content about neoliberalism. The second builds on students’ knowledge about neoliberalism by providing everyone with the opportunity to present their initial ideas on a smallscale research study on a topic of one’s choice that will be undertaken for the third assignment. The second and third assignments are thus linked and constructed as such to allow students the opportunity to initiate, refine and apply what they know about neoliberalism on a chosen topic.

What is your favourite Singaporean startup/ company?

I would say that this would be The Bold Company set up by Mandy Chan and an unnamed cofounder. As someone who exercises and goes to the gym quite a bit, a good gym bag is always an asset, and the Bold Company’s line of products really shows thought and intent in their process of designing and making their products – quite like writing an academic chapter or paper.

On a more serious note, Mandy’s story of how she set up her company reflects to me the value that anything worth it requires challenge and the ability to face setbacks. While it is often easier to view things from hindsight, especially since her company is so successful now and even has a new bag project on Kickstarter that is highly subscribed despite the high cost of the bag, she undertook all this at the start without knowing if she would succeed eventually. That is something I admire – the willingness to drive a dream and face uncertainty, whether the dreams ends up being a success or not.

While entrepreneurship is usually described as a solo endeavour, lauding the individual as being resilient, independent, resourceful, etc., Mandy mentioned her family in the two accounts she gave that I have read about her entrepreneurship journey. Even though she had to support herself financially in her entrepreneurship journey, she

credits her family for the ‘tough love’ they gave her in the process. Again, this is something I found admirable, knowing that one’s success is not of one’s own making, but a combination of many things, even if they may not have been things of one’s choosing.

Student Review

This insightful module explores the concept of neoliberalism, which presents itself in different facets of society — from education to self-care. The readings and well crafted discussions cultivate our critical thinking in terms of how neoliberalism shapes our lives. Despite neoliberalism being a rather foreign term, Dr E’s kind guidance and structured lessons were really helpful in breaking the content down into digestible portions.

- Elise Tia (Y1 Dentistry)

UTW1001C At the Edges of the Law: Ethics, Morality and Society

Dr Zhou Ziqian, Jan

What inspired the conceptualisation of the module? How do you bring your field of interest into the seminar?

I am a philosopher, and rigorous analysis is what I am trained to do. We engage in such analysis or argumentation (i.e. we philosophize) not simply in esoteric philosophy classes but whenever we ask the most searching questions of which no easy answers avail themselves. What does morality require of me? How do I know if the state is really just? Is it permissible if the young teenage mother opts for an abortion? Is this ugly object in front of me really art because of the mere fact that it is displayed in a gallery? Am I free? How do I know if I am happy? Is there God? I am sure that we ask ourselves such questions at some points in our lives; the method of philosophical inquiry, then, offers one not so much pre-packed answers but a disciplined way of getting closer to those answers, in virtue of which we gain a better understanding of ourselves if not a sense of wonder towards the human condition. Apart from my own training as a philosopher, I bring also into class a love of the arts and a deep affection for my students.

What do you intend for the students to learn from the module?

I intend for all students enrolled in my module to gain a deeper understanding of some of the most pressing and controversial topics that have inspired heated public debates. For instance, I intend to cover issues such as the freedom of speech, euthanasia and the same-sex debate, which are issues that, when discussed in some societies or communities, threatens excommunication, if not the possibility of harm to oneself. Singapore, several decades ago, may be one such society. Through a discussion of such issues or topics, students will learn to assemble their thoughts in a manner both imaginative and highly logical, and to articulate these thoughts with the right expressions in the right order with an unflinching eye towards the truth.

But enough of this module already. Let me make a plea for this creature called the ‘Ideas and Exposition’ programme. The advertised goal that unifies all IEMs is that students gain a foundation in academic writing. Yet, ‘academic’ or ‘expository’

writing, to my mind, may be largely what a student needs to do in order to survive university (or bits of it), and that success in one’s future career hardly requires that we revisit this skill, much less excel in it. There is some truth in the foregoing, I have to confess; yet, there is also some truth in what I am now going to say. I hope that students realise or come to realise that writing well requires thinking well and reading well, or what learned folks call the skills of critical thinking and comprehension. Now, even if there is profit to be reaped from being able to reason, read and write—i.e. to ‘compete in a global economy’ or to be ‘future-proof’—this ought not to be a student’s only motive for doing these well. Reasoning, reading and writing are processes that are inextricably bound up with the acquisition of knowledge. We are not passive brains in a vat, nor our professors the wires through which information is fed to us. Knowledge is not something superadded (as an afterthought) to an already existing store of the abilities of reasoning, reading and writing; rather, knowledge trickles down to us in virtue of our engaging in these processes. Those who emphasise or see only the monetary value of the skills of reasoning, reading and writing are often individuals who read little, reason badly, and, as a result, write nonsense.

Now, back to this module: by the time you start working you would have forgotten (or not found much use for) most of what you have learnt in university. But you will remember most of what you have learnt in this module. Reasoning has an important role to play in our lives. If you reason well you lessen the likelihood of your being swayed by false beliefs. And, when your beliefs are not held hostage by the arbitrary winds of fashion, your capacity for autonomous and, hence, responsible action expands, which is something to shout about.

What are some key topics that will be covered in the module? Would it be possible to provide some sample readings for the module?

Any good op-ed on issues surrounding the three topics covered in this module should suffice to introduce students to what is being discussed.

For instance:

“...the method of philosophical inquiry, then, offers one not so much pre-packed answers but a disciplined way of getting closer to those answers, in virtue of which we gain a better understanding of ourselves if not a sense of wonder towards the human condition.”

1. A. Benn & D. Taylor (2019). We don’t think John Finnis should teach at Oxford University. Here’s why. The Guardian. (https://www.theguardian. com/commentisfree/2019/jan/11/john-finnisoxford-university-academic-freedom-law)

2. E.J. Emanuel (1997). Whose Right to Die? The Atlantic. (https://www.theatlantic.com/ magazine/archive/1997/03/whose-right-todie/304641/)

3. J.S. Ng (2019). Dissecting ex-CJ Chan Sek Keong’s paper on 377A: What it says, what it doesn’t say, and what next. Today. (https:// www.todayonline.com/singapore/dissectingex-cj-chan-sek-keongs-paper-377a-what-itsays-what-it-doesnt-say-and-what-next)

What is your favourite ethics-related film?

As for my favourite film that is related to ethics, this is a difficult question because there are so many. If I can cheat a little, one series of films that sends chills through me even when I think of it at this stage of my life is “The Decalogue” by Polish film maker Krzysztof Kieślowski.

Student Review

With Prof Jan’s passion for legal philosophy and teaching, the navigation of the edges of law through discussions and critical inquiry of hot-button issues was a very fulfilling learning experience. Being exposed to legal principles like the Harm Principle, Offence Principle, Paternalism and Legal Moralism, we get a glimpse of the thought process that goes through law making while honing our writing and argumentation. I recommend this module for individuals who have curious minds and are looking to sharpen their critical thinking and I will definitely bring these skills with me in the future.

- Diane Teo

(Y1 Economics & Business Analytics)

UTW1001D Self, Society, and the Digital Tsunami era

Dr Yurni Said-Sirhan

What inspired the conceptualisation of the module?

This module was previously taught in Semester 2 of AY 2019-20 by a former CELC lecturer. I saw much potential in this module, and I decided to reboot it to keep the discussion on digital cultures current and relevant, especially in light of the rise in social media and user-generated content in Semester 2 of AY 2021-2022. While we have all witnessed and experienced the acceleration of the digital transformation in the past few decades, the current global situation has further amplified cyber-related social issues in this digital era. I am intrigued by how social media is inseparable from our lives now. We cannot deny that participatory culture affects the way we communicate and interact with today.

How do you bring your field of interest into the seminar?

As a sociolinguist, I research on how interactional practices are used in constructing and performing identity, as well as in negotiating social meanings. These interactive practices are also displayed online for specific purposes. With accelerated digital transformation, there are implications on social interactions, and these will be further explored in our seminars.

Besides sociolinguistics, my other areas of interest include social theory and cultural studies. Concepts such as user agency and participatory culture will be used to frame our discussion of issues that are related to digital cultures. While students may be adept at navigating the digital landscape, it is crucial that they are able to critically appreciate the processes that shape social interactions and practices online.

“We cannot deny that participatory culture affects the way we communicate and interact with today.”

What do you want students to take away from this module?

Besides understanding and applying concepts of user agency and participatory culture, as well as the social constructionist approach to analyzing identity online, it is hoped that students will learn to articulate their ideas clearly and formulate their arguments cogently in speech and writing through this module. These skills will be valuable in their respective academic disciplines. Students will also be introduced to critical reasoning, and the essentials of research writing, such as identifying gaps in current literature, substantiating arguments with evidence from primary and secondary sources, evaluating the strengths of arguments, and avoiding confirmation bias.

What are some key topics that will be covered in the module? Would it be possible to provide 1-3 sample readings for this module?

and evaluating the main claims of the article. The second assignment, an 8-minute oral pitch, requires students to present their proposed research topic and provide justifications for it. This second assignment culminates in an essay, the third assignment, in which students present their arguments for, and conclusions about their chosen topic. Besides these three assignments, students will also be assessed on their level of engagement in their day-to-day class participation, as well as peer reviews.

Which social media platform do you use most frequently?

Student Review

It was an inspiring module that gave one the freedom to explore digital cultures of your own interest. It enabled me to gain a deeper understanding on social concepts that occur behind-thescenes as we interact online.

- Justin Tan (Y1 Quantitative Finance)

One interesting journal article that will be read and discussed is ‘A wink and a nod: The role of emojis in forming digital communities’ by Sage L. Graham (2019). The paper examines how online gamers on Twitch establish their identities and community membership by employing specific emojis to negotiate meanings in the digital world where nonverbal cues usually used in face-to-face interaction would not be possible. This understanding can provide a useful perspective in addressing the oft-cited claim that the pervasiveness of computer-mediated communication detracts from ‘meaningful’ communication.

What are some of the key assignments/ milestones that students can expect throughout the semester?

As this module aims to hone students’ reading, writing and speaking skills, there will be three individual assignments. In the first assignment, the reflective summary, students are expected to read the assigned reading critically, identifying

The topics discussed in this module draw upon perspectives from sociolinguistics, as well as cultural studies where students explore how ideas are formed, debated and transmitted in an age where human interaction is constantly mediated by technology. The topics we will cover include online identities and communities, as well as the participatory culture in social media.

While I have an Instagram account, I mostly use Facebook to connect with my friends, colleagues and even a few of my former students. Facebook allows me to participate in an informal, and yet, more sustained manner as a member of the different community groups that relate to my research interests in language and communication, sociolinguistics, and social issues.

UTW1001I Science and Popular Narratives

Dr Netty Mattar

The study of science and popular narratives is particularly interesting because it allows us to explore how science is communicated and, therefore, how various forms of media affect public understanding of science: how is science transmitted to the public? To what extent is this scientific knowledge shaped by the ideological, linguistic, financial and political frameworks that inform different media? Is science compromised by the persistence of certain dominant narratives? What role does scientific discourse play in maintaining social hierarchies?

What do you want students to take away from this module?

Students will engage with above questions through a critical reading of a wide range of materials, thus examining different ways of knowing and thinking, and questioning some of their own assumptions. Students will engage in thoughtful dialogue with peers through class and small-group discussions and explore alternative perspectives. Students will also learn critical thinking tools that will help them decode various narratives about science presented on the course. Ultimately, students will develop their own arguments about science-related issues and narrative constructions.

“To what extent is this scientific knowledge shaped by the ideological, linguistic, financial and political frameworks that inform different media?”

What inspired the conceptualisation of the module?

The module was conceptualised by Mr Christopher Bedwell.

How do you bring your field of interest into the seminar?

I am a scholar of Literature and, more broadly, interested in the relationship between science, technology and culture, and the way that relationship is expressed in literature, film, art and popular culture. These cultural texts can articulate the ambivalence of science, and explore its dangers and limits, in ways that “professional science” cannot do.

What are some key topics that will be covered in the module? Would it be possible to provide 1-3 sample readings for this module?

The course will be theme-based, and incorporate ideas from areas such as Robots and Automation, Artificial Intelligence, Surveillance Society and identity. Each week will utilise one theme as a basis for discussion, so that students can come to terms with the main issues at play. For their longer, expository assignment towards the end of the semester, students will be encouraged to narrow down to a particular topic of interest, which might fall within one of the themes presented. These themes are explored through the analysis of a range of texts, including peer-reviewed scholarly articles, news reports, and popular science writing

from online sources. We will also analyse science fiction films, such as Ex-Machina, and sciencerelated television, including excerpts from The Big Bang Theory.

What are some of the key assignments/ milestones that students can expect throughout the semester?

Throughout the semester, students will explore ideas through class discussions of selected readings, text-analysis exercises, and collaborative analyses of science-related texts, images and video clips. They will then consolidate their ideas through developing research, presentation, and writing skills.

What are your thoughts on the Man vs AI debate?

In the cultural imaginary, AI and its uses articulate our anxieties about human-machine relations and the status of the human being. Oftentimes, AI in popular culture is portrayed as a violent threat to humanity. At other times, they are portrayed as slaves with no agency. In both cases, these representations of AI serve to reinforce the superior position of the human being.

In a different way, the development of AI in society reflects humanity too, this time in terms of bias. AI in applications such as face recognition technology reveal preconceived notions about identity, race and gender, assumptions that are very dangerous if unmitigated and normalized through technological development.

Instead of seeing Man and AI merely as being in opposition, we need to understand how the two are, also, intimately interconnected. There is no AI without the human being: developing AI technologies that are beneficial for humanity necessitates critical self-reflection.

Student Review

I would recommend this module. The module explores how science is presented in the media and how it influences us. When applied to real life, we become more skeptical and aware of exaggerations in the media.

- He Shaoliang (Y1 Computer Engineering)

UTW1001J How do we frame the Climate Crisis?

Dr Nina Venkataraman

“I hope to raise our consciousness to how framing does influence our ideologies.”

What inspired the conceptualisation of the module?

The discussion of climate crisis tends to be dominated by security, economics, geopolitics, etc., yet, what holds my fascination is the way we use language to talk about it. I am captivated by the way we ‘frame’ the sudden dramatic disasters along with the unfolding of slow adaptations made by ecosystems. The linguist in me needs to examine the evidence used by media, politicians, scientists, environmentalists, activists and the climate refugees to achieve salience in the central storyline of climate crisis, albeit if there is one. I also understand this to be only the partial storyline, as so much of our attention is directed to certain events, people and ideas. We often forget implicit information that forms the universe of absence. This interplay of salience and absence schematically organise presentations of the changing climate.

Besides, as a linguist the best way I can contribute to enacting one degree of change to protect the planet is teach students to be conscious of choices they make when they discuss the issue. This element of optimism coupled with the possibilities of improvement in how we frame the issue are venues by which we can change the storyline from crisis to hope.

How do you bring your field of interest into the seminar?

Ecolinguistics is a branch of linguistics closely related to Critical Discourse Analysis. Ecolinguists examine language features that are used to describe the environment and our interconnections between different ecosystems. Being an Ecolinguist by training, I bring my fascination for the ‘clever turn of phrase’ and it’s best left unsaid’ to the subject matter of climate crisis. Thus, my formal training in Ecolinguistics along with my fascination to read the unsaid in a text will influence the way we explore how climate crisis is framed in discourse.

I hope to raise our consciousness to how framing does influence our ideologies. I also hope by discussing a road map of absences regarding the climate crisis we are conscious of how to better frame messages regarding the issue.

What do you intend for the students to learn from the module?

The primary objective of this module is to teach students to write persuasively about the climate crisis. The two core skills I would like them to imbibe are the ability to use certain strategies to frame the persuasive argument; and the ability to understand the responsibility of absence.

The academic exercise of reading multiple perspectives of climate crisis allows students to acquire the ability to critically evaluate the framing strategies employed to enhance these perspectives. The value addition I hope students will acquire through these critical readings is to see the power of ideology in action. They acquire this as they examine the socio-political contexts that allow certain message tracks to be salient while others are absent.

What are some key topics that will be covered in the module? Would it be possible to provide some sample readings for the module?

This module is arranged around three central concepts: framing, reframing and absence. These three concepts help students understand the power of analytical tools like framing and the study of absence; the power of selection; the power of projecting certain views repeatedly; and the power of leaving some items unsaid.

The sample readings given below range from classic readings on the key concepts to an argument on reframing.

• Entman, R. M. (1993). Framing: Toward clarification of a fractured paradigm. Journal of Communication, 43(4), 51-58. doi:10.1111/j.1460-2466. 1993.tb01304.x

This research paper is considered a core reading in framing studies. It gives an overview of the framing paradigm. It defines the concept, details the process of framing, it explains the core functions of a frame and details arguments necessary for a structured way to understand framing in communication.

• Valles, S. A. (2015). Bioethics and the framing of climate change’s health risks. Bioethics, 29(5), 334-341.

Valles argues that climate change needs to be reframed as a public health issue for people to pay attention to its health risks. Thus, reframing allows for scientists to tackle climate skepticism and create ethical standards with regard to climate change.

What are some of the key assignments/ milestones that students can expect throughout the semester?

Each of the units listed below culminates in an assignment that allows students to critically engage with the concepts and themes in the course.

Unit 1: Framing Climate Change

• Venkataraman, N. (2017). What’s not in a frame? Analysis of media representations of the environmental refugee. Exploring silence and absence in discourse (pp. 241-279).

These two skills I believe will form a scaffold to understand passionate advocacy, often coupled with academic treatment of this kind. This allows for the formation of pathways where the message can be better delivered to empower change.

Cham: Springer International Publishing. doi:10.1007/978-3-319-64580-3_9

This reading presents a road map of absences ranging from thematically or textually absent to suppressed information and voices.

Students develop a 400-600 words reflective summary on key theoretical readings. This is based on 1-2 readings they have done in this unit. Students read theoretical underpinnings critically and understand the mechanics of linguistic resources and reasoning devices used to frame the climate crisis. This gives them an opportunity to find points of comparison in the different readings. It also provides them an opportunity to synthesise these readings into a coherent analysis about framing.

Unit 2: Reframing Climate Change to Climate Crisis

Students choose to develop an individual critique of a frame, framing strategy, reframing strategy from the thematic repertoire of the climate crisis. They deliver an 8-minute thesis pitch that constitutes 25% of their overall grade. Students get an opportunity to organize and express ideas that guide listeners through a line of reasoning. The themes may be but are not restricted to sustainability, mitigation, adaptation, and migration. The 8-minute pitch is also a practice ground for their final written expository essay. It provides students an opportunity to understand “reframing” in action as they get constructive feedback from their peers and the lecturer.

Unit 3: Absence in climate crisis

Students through a series of drafting and peer editing exercises develop a 1500-word argument that develops a particular analysis of a frame, framing strategy or absence discussed over the semester. Planning, collecting, and harvesting ideas for this research allows students to experience strategies of framing first-hand. They make decisions that determine their expository essay’s focus, formulate their thesis, and limit the scope of the paper by making other issues absent.

This assignment brings together not only information they have gathered over the semester on the climate crisis but also the skills associated with framing and scholarly writing about it. The final paper should show evidence of reframing the content and textual elements. This will be 40% of the overall grade

What do you think about the plastic straw movement?

The movement is a step in the right direction, but the Ecolinguist in me feels there are areas in which we can improve the messaging. The frame of ‘cause-effect- gap’ and its call to action are overused in climate change discourses. People who read this may not be empowered to change unless the ‘call to action’ embodies something individuals value.

I leave you with an idea to reframe the message: Have you heard of starch toothpicks that are made from potatoes? In the same way, I believe the alternatives to straws can be made ‘edible’ rather than provide ‘reusable’ ones as alternatives. This way we don’t have to grasp at the last straw!

UTW1001M Sport and Competition

Dr Mark Brooke

What inspired the conceptualisation of the module?

I think that sport is an area of our culture that we take for granted. It is generally enjoyed in all walks of society in different ways and helps to build our identities. Yet despite this, it is rarely studied academically. When I conceptualised the module, I wanted to bring up some of the

taken-for-granteds (some might say myths) that surround sport and encourage students to consider some of these. For example, some talk of genetic dispositions as the reason for black African Americans’ successes in sport; some also say that transgender athletes have an unfair advantage. I like to engage with these ideas and I find students also do.

How do you bring your field of interest into the module?

As we use a small class seminar approach, the space we share is ideal for eliciting opinions about academic topics covered. We discuss issues related to the module’s journal article reading syllabus and look at case studies to discuss these. I like to hear what students have to say and to share my knowledge and views on current affairs topics.

What do you intend for the students to learn from the module?

We have presentations of academic journal papers covering diverse scholarly perspectives on sport and competition. We explore the content and the form of these papers; perhaps their critical theories and methodologies (normally within the interpretivist paradigm) as well as their academic language and writing techniques. One of the main goals of the course is to convert this reading into writing. At the end of the module, students’ produce their own research papers on a topic that they find motivating. If it is good enough, and they have the time, I am happy to help students take their work further and publish it. So far, I have copublished 2 journal papers with IEM students.

What are some key topics that will be covered in the module?

We examine fundamental ideas concerning human endeavour and the nature of competition. We ask: Is winning everything? Should participation or self-defining achievement be more valued? Is sport becoming too elitist? Does the obsession to win create the need for performance-enhancing drugs? Should we legalize doping or tighten control measures? Should we change the nature of professional competitive sport? We explore these questions through close analysis of viewpoints expressed in both scholarly literature and popular media.

Would it be possible to provide some sample readings for the module?

My 2019 book is entitled Case Studies in Sport Socialisation. It covers several of the key subjects we discuss in the module. This is available at the NUS library as an eBook.

Student Review

This module enables me to gain a deeper understanding of phenomenon observed in sport. Dr Mark explains the concepts very clearly, and answers any queries we have. The readings, while quite a few, are interesting, and writing the final paper, which can be of any topic as long as it is related to sport, is really enjoyable!

- Yang Chi Hua (Y1 Pharmacy)

UTW1001O The Urban and the Wild: Reading Progress in Southeast Asia Ecocritically

Dr Jinat Rehana Begum

What inspired the conceptualisation of this module?

When I was at the children’s section of the Woodlands Regional Library recently, I noticed that the highlight of the section is a big artificial tree. Children love sitting under the trunk of the tree to read with their parents or play at a little pond area. There are many similar structures around our public libraries in Singapore and yet many children in Singapore would be squeamish about sitting under real trees outside, on real grass. The contact with real plant life and animals, ants, bees and other insects would be too much, even frightening for many urban dwellers. This realisation made me think about how much we — urban citizens — have to gain by understanding and reconnecting with our natural environment; and how much we and nonhumans around us have lost in the process of urbanisation. This module aims to help students understand these losses and relationships.

How do you bring your field of interest into the seminar?

This module uses reading strategies usually associated with literary analysis and applies them to a range of disciplines and texts partly because I have a background in literature and interdisciplinary research.

When we discuss the environment in this module, I am interested in uncovering the past and in drawing connections between information that comes from a variety of sources, literary, historical, geographical, and sociological. I am also interested in the natural world and how we respond to it, creatively, emotionally, and psychologically.

We will look at poetry, photography, music videos, documentaries and art and folk tales. We will also read historical accounts, listen to oral interviews, watch horror movies. Looking for connections between this eclectic set of materials expresses my teaching, research and personal interests perfectly.

What do you intend for the students to learn from the module?

I hope the module’s interdisciplinary approach will help students become aware of the importance of locating and valuing connections and intersections, not just in the scholarly and creative texts that we will encounter from different disciplines, but also in the world around them.

The main focus of UTW1001O is how to read and look for connections between disciplines and texts. How, for example, can we make connections between the subject of a photograph and a scholarly paper about the history or geography of a place? How do we find a coherent way of speaking about the relationships we perceive within these different mediums and texts?

How can students apply the skills learnt from this module outside of the classroom?

Ecocriticism aims at going beyond academic study and should inspire action and change.

I hope ultimately that my students will begin looking beyond the boundaries of subjects and things and begin appreciating the connectedness of things, human and nonhuman, scholarly and creative.

I am hoping that the understandings my students acquire in this module will help them question common responses and attitudes to the natural world around them. To start with, they could begin to consider, with a deeper awareness, how our desire for comfort and convenience may, in fact, be destroying many valuable beings that we then attempt to recreate artificially. I hope ultimately that my students will begin looking beyond the boundaries of subjects and things and begin appreciating the connectedness of things, human and non-human, scholarly and creative.

The module has a regional focus, meaning that we will be looking specifically at urban progress in Southeast Asia. The readings for the module will focus primarily on Singapore and our closest neighbours, Malaysia and Indonesia. This focus on the local is essential as it allows students to relate and make real connections with the discussions we have in class. When we discuss fake nature for example, I want students to be able to leave my classroom and immediately locate and investigate similar examples of artificial nature around them.

I am hoping that they will question the presence of cultivated and sanitised versions of nature and possibly even provide solutions that inspire a more biocentric approach to urban living.

What are some key topics that will be covered in this module? Would it be possible to provide 1-3 sample readings for this module?

UTW1001O: The Urban and the Wild is interested in examining our connections with the natural world and their connections with us. To do this, the module will first look at a few fundamental

ecocritical ideas, primarily the Anthropocene and the need to consider the environment with a less anthropocentric (human-centred) approach. For this part, we will read the Introduction from Timothy Clark’s 2019 anthology The Value of Ecocriticism. Clark’s introductory text, an essay by Simon Estok, and a chapter on the ecoGothic by Elizabeth Parker, all essential introductory ecocritical texts will be read along with a selection of scholarly papers about the urban development and the environment in the region.

What are some key assignments/milestones that students can expect throughout the semester?

In the process of developing a more biocentric and ecocentric way of seeing the world, the module will explore both the love of nature (biophilia) and the fear of nature (ecophobia) and consider the curious interplay of these two emotions within city-dwellers and what this means for nonhuman beings who live in urban environments.

The first assignment will support this process by ensuring that students have a firm foundation on the central ideas related to ecocritical thought and how it may be applied to an artefact—in this module—meaning a thing to be read. To this end, the assignment is a reflective summary of Matthew Schneider-Mayerson’s 2017 paper, “Some islands will rise: Singapore in the Anthropocene.”

This reading should prepare students for applying the ecocritical ideas they have learned to a creative or cultural object of their choice. It is always exciting to see how students apply their skills of

reading and writing ecocritically to a subject of their choice as they bring their own experiences and insight to their analysis of what their selected object of focus says about human and non-human relationships.

What is your favourite nature spot in Singapore?

I love the East Coast beach primarily because of my history with the place but also because of the way the urban and the wild coexist within this space. The coast is lined with tankers, the sky is full of planes but closer to the shore, there are otters, hornbills, squirrels and crabs. Knowing that the beach where these creatures play is made up of reclaimed land dug up from some other wildernesses only adds to the intrigue of the place. And let’s not forget the grim stories from the Japanese Occupation, of what lies beneath.

Student Review

I recommend this mod! Generally, the key learning points centred around the literary theory: eco-criticism, that explores cultural imaginations which induces attitudes and relationships we have towards nature, the environment and other species. The imaginations and attitudes include anthropocentrism, greenwashing, environmental engineering. These will come to play to critically dissect our present ecological landscape. With this mod, Garden City Singapore will instead be seen as “a meticulously engineered, demythologized, synthetic, greenwashed, anthropocentric, combination of vegetation and city” Singapore and you can’t unsee it.

- Zayden Tan

(Y1 Philosophy & Sociology)

UTW1001T How Rich Should Anyone Be?

Mr Jason Phan

What inspired the conceptualisation of the module?

Should billionaires exist? This question is harder than it looks; it makes you think about your deepest values and requires a good grasp of how the world works. Tough as it may be, it is an important question as your answer strongly affects your political and personal decisions – and by extension, the wellbeing of others. It is also a polarising question that easily leads us to view critics as naïve, immoral, arguing in bad faith, or all of the above. In other words, it is a rare find: an issue that is important, intriguing and controversial. This module gives us the chance to help one another find our way around this fascinating landscape.

How do you bring your field of interest into the topics, skills or concepts covered in the seminar?

Growing up as a conscientious, impressionable young person, I imbibed the dogmas of my time and place. My interests were also in the abstract: whether physical objects exist outside of the mind, if morality is wholly a social construct and other esoteric philosophical musings. The 2011 Occupy Wall Street movement – with its scale, energy and controversy – made me question my views on wealth inequality. As I learnt more about the topic, along with how the world really works, I experienced a dizzying mental inversion: my heroes and heroines of the past were shown to be charlatans, and I now see the world in a vastly

different way. I wish my worldview had been challenged much earlier in my life as I could have made better choices.

I hope to provide the environment for you to be challenged, whatever your views may be. Through this process, you may find deeper satisfaction, a love for the life of the mind, and concern for the world. While philosophy is my first love, I am also very much interested in economics, politics, international relations and public policy – after all, there are deep connections between them, especially for an issue like wealth inequality. Thus, I look forward to meaningful conversations with people of diverse interests.

What do you intend for the students to learn from the module?

Let me answer this in a way that is different from the learning outcomes you can find in the syllabus. Most of us would be familiar with current affairs quizzes, where participants take to stage to answer absurdly difficult questions like what’s the third favourite drink of the sixth American president. This module is a revolt against such facile, trivial activities. In other words, we will try to join the dots and discern the deeper significance of things, rather than focus on random facts. We will hone our ability to reason about values. In the process of it all, I hope we will have a greater appreciation of cooperation and open-mindedness.

“I hope

to provide the environment for you to be challenged, whatever

your views may be.”

What would you do with a billion dollars?

It is difficult for me to answer this without revealing my views about wealth inequality, which I think would be a distraction. Excellent as the question may be, I have to give a brief response here. To achieve sustainable, large-scale impact, I will use the money to shape the underlying structure of the society.

UTW1001Z Colour: Theory, Meaning and Practice

Dr Laetitia Monbec

What are some key topics that will be covered in this module? Would it be possible to provide 1-3 sample readings for this module?

The module is divided into two questions. We will first reflect on matters of principle as we try to answer the question ‘When is inequality just?’ Next, we focus on application, guided by the question ‘What should we do about actual wealth inequality?’ The former is philosophical in nature, while the latter builds on it and delves into public policy, capitalism, politics and other related fields. You will be encouraged to work on an issue that interests you (within the overarching theme of wealth inequality).

To gauge your interest in this topic, try any of the three items listed below. If you find them interesting and wish they had gone deeper, then perhaps I will see you in class!

• CNA. (2019, October 15). Regardless of Class [Video]. YouTube. https://www.youtube.com/ watch?v=_pDdd16XtIY

• Teo, Y. Y. (2018). ‘Step 1: Disrupt the Narrative,’ in This Is What Inequality Looks Like. Ethos Books.

• https://www.ethosbooks.com.sg/blogs/ news/step-1-disrupt-the-narrative-inequalitysingapore

• Van Parijs, P. (2014, April 16). A Basic Income For All. Boston Review. https://bostonreview. net/forum/ubi-van-parijs/

What inspired the conceptualisation of the module?

My background is applied linguistics and semiotics, so looking into colour semiotics (the way colour makes meaning) is very much related since this just another resource at our disposal to make meanings. I also am very interested in the materiality and the history of colour and pigments as valued goods, and the link between technological advances and practices in relation to colour. So, I put all this together into a writing module and I am very glad I did because it turns out this is a very unique module!

How do you bring your field of interest into the topics, skills or concepts covered in the seminar?

I bring these interests through a range of discussions around topics such as colourism, gender, and fields of practice such as architecture, design, marketing, film...everywhere (which is everywhere!) colour is used by designers to create and shape communication. Students ask and answer questions with me such as: What colour strategies are used and for what purpose? What impact is this colour use having? What does it communicate about the world?

“Colour plays a crucial role in visual communication but very often we are only aware of basic meanings and uses of colour.”

What do you intend for students to learn from the module?

I am keen to communicate to students that colour is ubiquitous but not well understood. We tend to have a common sense understanding of colour, sometimes even a deep affinity to it, but this knowledge is often based on vague psychological or cultural associations. We ‘know’ blue means ‘calm’, we ‘know’ that white is used in weddings in parts of the world and in funerals in others... and we tend to think that these meanings are inherent to the colour. In this module we demystify, or at least question these assumptions and we observe colour as a meaning-making resource, which shapes our understanding of the world (think pink and blue in marketing for example). So this is a critical discourse module, with a focus on visual or multimodal discourse.

Students work towards an investigation of colour use in a specific area, they can do ANYTHING they wish, connect colour with their discipline (How is colour used in computer science?), or an interest (How and why does Makoto Shinkai use colour to create hyperrealist animation?), or any question really (how do marketers use colour in Lego?).

Would it be possible to provide 1-3 sample readings?

We read a few articles, often in groups and with guiding questions.

• Wang, Y. (2013). From funeral to wedding ceremony: Change in the metaphoric nature of the Chinese color term white. Semiotica, 193(1–4), 361–380. http://doi.org/10.1515/ sem-2012-0034

• Archer, A., & Stent, S. (2011). Red socks and

purple rain: The political uses of colour in late apartheid South Africa. Visual Communication, 10(2), 115–128.

• Koller, V. (2008). “Not just a colour”: Pink as a gender and sexuality marker in visual communication. Visual Communication, 7(4), 395–423

What are some of the key assignments/ milestones that students can expect throughout the semester?

This is very much aligned with the IEM modules, some assignments are written, and others take the form of a presentation. I am thinking of starting field trips soon! Even if only to the NUS museum which has amazing artefacts to analyse for colour, and knowledgeable staff who renovate paintings for example and are experts in colour pigments.

What is your favourite colour and why? Does it hold significant value to you?

I don’t really have one, I have many, it all depends on the context.

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