Please check back later for a complete syllabus.
Please note that I have changed the title of the course.
I have now posted the information for LAN477! Please read it fully and carefully. I will send copies to your e-mail accounts as well. Although I will say this is a "draft" syllabus, I do not intend on making any additional alterations to it, except perhaps adding/deleting a few of the readings. I will make all students aware of changes. I will also make you aware of the "first day of school!" E-mail me if you have any questions, comments, or concerns as soon as possible!
Enjoy the warm weather.....and have a safe and happy Victoria Day Holiday Long Weekend (May 21st)!!!!!
UPDATE: I have made changes to an assignment. You can now either choose to work on an independent REPORT or a Review and Analysis of 5 course readings for the final assignment. I changed it to a report rather than a research essay to make it much easier for you. The report must relate to ONE country of focus and a topic of importance to your nation of choosing within the last 20 years maximum. More information of what is expected of you will be provided in assignments. I will put up my expectations for the first assignment this evening. I have also made changes to some notes I made below.
UPDATE: I have added information regarding SEMINARS and the 1st Assignment.
THERE WILL BE A SPECIAL MEETING FOR ALL STUDENTS WHICH IS MANDATORY HELD SATURDAY MAY 26, 2012 AT 3PM!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
YOU MUST ATTEND!
Update: I have added some more readings for the third lecture. An updated syllabus will be sent to you!
Update: I have added additional readings for lectures 9, 11, and 15 respectively. I will not send copies of these changes. Instead you can view them on this website and make adjustments/reprint copies of the readings section as necessary. Expect the readings section to change often throughout as I find interesting/relevant readings (both online and in print).
Update: Hello all. I just wanted to make you aware that classes will begin this Saturday June 9th, 2012 at 15P and will last until 17P. We will continue this way (with classes Saturdays 15P to 17P until later this month when the "official schedule" will be followed; T & R 13:10P to 15:00P. See you all on Saturday!
Update: After lectures, I will post critical thinking questions that you should ask yourself while reading the works in question to better prepare for the quiz. Questions will be under the "assignments" section. Thanks for a wonderful first class.
Update: I will hold office hours (extended ones) tomorrow (Saturday June 23, 2012) for those of you who need extra assistance or to share your ideas with me for your first assignment that is due soon. Please come and chat if you have any questions, comments, or concerns regarding the assignment or if you would like feedback on a draft version.
Update: From this week on, we will be holding classes during the regularly-scheduled dates and times: T&R from 13:10PM-15:00PM. Tutorials will begin NEXT Saturday from 13:10-15:00PM. As agreed, some weeks we may not hold Saturday tutorials. We will discuss this more in class tomorrow. Lastly, I have added under the "assignments" section details about your next assignment. Please print out a copy for next class!
Update: Since there are many readings for lecture 9, I have provided worksheets with questions for each of the readings. Please try to answer as many of the questions. You may answer them in point-form or very short sentences. I do not mark these, they are to help you prepare for the test. Speaking of which, I shall post test questions before the test (sometime soon). As discussed in classes, I will post a couple of questions ahead of time for you to think about and you will be responsible for answering a few of them out of that pool provided. There will be no surprises.
Update: I have added questions for the readings for lectures 10 and 11. Additionally, the midterm will be late next week. Under "LAN477 MidTerm Information" you will find everything you need to know regarding the test. We will also discuss the test fully in class.
LAN477 – Advanced Studies: History of the Former Yugoslavia Since 1980 – A Study of Cultures, War, Reconstruction, and Democracy
Contact: Given in class: for more information see E-mail Policy
Hours of Availability: I will make myself available to students as much as possible, by e-mail, in-class and in tutorial. Please use e-mail as the only method of communication if you have questions about tests and assignments. Bring your questions about course material and course contents and address them in class.*
This course employs a website: www.languagesdepartment1.educatorpages.com. Please familiarize yourselves with it as soon as possible. Everything you will need you will be able to access via this website. Please think of it as a class portal. I will use the website to post readings that you will need for tutorials and necessary information about upcoming assignments and tests.
Class Meetings: Tuesdays and Thursdays 13:10PM to 15:00PM
Tutorials Saturdays 13:10PM to 15:00PM
Course Description: Bosnia and Herzegovina, Croatia, Kosovo, Macedonia, Montenegro, Serbia, and Slovenia are the countries that made up the region once known as Yugoslavia. This seminar-styled course will analyze the region known as Yugoslavia and look at its history, culture, the war, the reconstruction of the region and its road to democracy. The course will begin by defining Yugoslavia and will then take a turn over to its most critical period 1980. Here, the course will discuss crucial events in and after 1980 including the loss of Yugoslavia’s first President – Marshal Josip Broz Tito, the fall of Communism in the late 1980s, and the pivotal occurrences which led to the complete annihilation of Yugoslavia from modern maps in the 1990s. Moreover, the course will analyze the historical culture of some of the countries that made up the Former Yugoslavia with an emphasis on Bosnia-Herzegovina, Croatia, and Serbia as these countries are the ones in which the instructor has specialist knowledge. Additionally, the core subjects of this course shall be the civil war which took place in this region from 1991-1995 respectively with an emphasis on those countries and peoples most affected. We will discuss the reconstruction that followed and debates about how the countries and their landscapes should be reconstructed for the dawning of a new era and capitalism. Special attention will also be paid to the different aspects and outcomes of the war, the refugees and displacement of peoples that it created and the divides that it has managed to carve out throughout the period to the present date. At the same time we will look at how other parts of the world, particularly, the capitalist West responded to the disintegration of Yugoslavia and how these events affected foreign policy measures in countries such as Canada, Australia, Great Britain, and the United States of America to name a few. Lastly, the course will end with an investigation of the pathway towards democracy in the countries that made up the Former Yugoslavia again with a special emphasis on the instructor’s specialist. Please note that the course will be theory-intensive during lectures while tutorials will be used for thorough discussions and enhanced seminars on some of the major topics discussed in class. Consequently, it will be important for students to complete all given homework for all subsequent tutorial and, or meeting sections. Moreover, you should also note that this class is restricted to only those who can adequately speak any of the languages of the Former Yugoslavia, those who have taken other courses with this instructor before, and with special permissions, those who wish to take the course for general interest. There will, however, be some minor language skills introduced in this course for the purposes of enhancing student understanding. This course is a speaking-reading-and-writing -intensive course with the following core objectives and, or goals:
- Introduce students to some basics of speaking Bosnian/Croatian/Serbian
- Introduce students to some basic and intermediate speaking concepts
- Introduce students to some phonetics and careful, critical reading in Bosnian/Croatian/Serbian
- Introduce students to some translations and some appropriate translators
- Introduce students to some basics of writing in the Croatian language
- Introduce students to some careful concepts of writing, reading and speaking in Croatian with an emphasis on phrasing, core pronunciations, etc.
- Make sure that students have some of the necessary language skills
- Ensure that students are able to communicate in Croatian; at least at a level 1 standard; this means simple phrasing etc.
- Ensure that students are able to read and write in Croatian at an acceptable level (to some degree)
- To some degree, we will try to fulfill the goals of prior classes. Students enrolled in this class wishing to enhance their vocabulary further MUST take LAN177 which is a newly-revised course offered by the same instructor.
Other course goals for this term include:
- To allow students to acquire further and detailed knowledge of the history of the Former Yugoslavia since 1980
- To introduce students to contemporary debates on the Former Yugoslavia
- To enhance written and oral communication skills through the writing of papers and the participation of student-led seminars
- To introduce students to societal and cultural aspects of the Former Yugoslavia
- To ensure that students can speak eloquently about issues in the countries that once made up Yugoslavia; both current and past issues will be taught
- To engage students in different aspects of the topic of the Former Yugoslavia
- To enhance critical thinking, organization, analysis and writing skills
- To enhance reading skills
- To introduce students to different sources of information using medias such as print, video, and the like
This term, we will hone in more on theory than communication skills. However, those wishing to further their knowledge in communicating in Bosnian, I advise you take the newly-revised LAN177 course as it will help you to become more fluent in the language. Since we will be looking at theory and utilizing it critically in this course, you must attend to all readings!
LAN477 – DOES NOT WARRANT A COURSE TEXTBOOK.
Worksheets and writing assignments will be given as course requirements for students to hone in on their written communication skills. Students will also participate in a mid-term and tutorials and practicals which will all be used to test their knowledge and to provide them with an arena for debating and critically discussing all of the assigned course readings. Tests will be given in class. No take-homes allowed for tests. Unless otherwise indicated, all tests will be held during tutorial times.
- Before each class, you are expected to complete any assigned homework. Homework will not be given out too many times, but either way, you are expected to have it done! Be certain that you understand that “readings” are also your responsibility and count as homework.
- You must attend every class.
- You must participate when required.
- You must have a positive attitude towards learning.
- You must take responsibility for your own learning and your own work that you produce.
- You must not commit plagiarism.
Assessments: A General Overview
3 Essays, 1 Test and Participation in Tutorials will constitute the following percentages:
Essay 1 15% Opinion Piece
Essay 2 25% Film and Reading Analysis
Essay 3 25% Independent Report Paper or Review and Analysis of 5 Readings*
Major Test 20% Will cover lectures 2-11
Participation 15% 5% attendance; 10% seminar
Format: This course uses lectures, course readings (online and in print), videos, online radio and music video broadcaster websites, and tutorials. Lectures will meet to discuss certain aspects of Former Yugoslavian history, culture and music, while tutorials will give students in-depth conversational skills and opportunities to read, write and speak in seminar-styled conferences. Written assignments such as worksheets and longer pieces of work will allow students to improve and broaden their communication skills and to synthesize, analyze and interpret the readings and other course material as appropriate to the assignment. I expect most students to be from a country of the Former Yugoslavia or have some ties to the region, or are enrolled in the course because they are highly interested in the core topics of the course.
Required Readings and Materials
A variety of online articles and scholarly and non-scholarly references (provided to you)
Excerpts from the following works (in whole or in part* Please find them in your local library. I know that you can also find these books for purchase, however, I advise your taking them out of the library for use).
Ivo Andric. The Bridge on the River Drina (optional?)
Eric D. Gordy. The Culture of Power in Serbia: Nationalism and the Destruction of Alternatives (Post-Communist Cultural Studies) (mandatory)
David Chandler. Bosnia: Faking Democracy after Dayton (mandatory)
John R. Lampe. The Balkans into Southeastern Europe: A Century of War and Transition (mandatory)
Breda Luthar. Remembering Utopia: The Culture of Everyday Life in Socialist Yugoslavia (mandatory)
Noel Malcolm. Bosnia: A History (mandatory)
An online translator
Internet Accessibility in which you have functional e-mail
Some online Croatian to English dictionaries (use carefully!):
*****Students are advised to familiarize themselves with a good search engine that includes a fairly competent translator. Remember that translators are not perfect. When in doubt, please ask instructor.*****
Note on Reading Load: There will be a substantial number of pages that students will have to read each meeting session or week for this class. Students may also be, as required, tested on certain readings especially in tutorial sessions. You are expected to keep up with all of the readings provided. You must pace yourself accordingly.
Course Assessments – Details
3 Essays – 65%
There will be three essays that you must complete for this course that will look at your ability to analyze and synthesize newly acquired information.
The first essay will be an opinion piece based on one of the assigned readings. Your job will be to read the assigned reading critically, summarize its main points and contents and thoroughly discuss whether you agree or disagree with the major arguments within the context of the reading in question. Technically, you may decide to do some outside of the text research, but your opinion should come mostly out of the article that you will be reading for this particular assessment. 15%
The second essay will be an analysis essay again where you will link a film that we will be watching in class to the readings provided for you in lectures. This year we will be watching a series of films which you will then link with the provided course readings. A list of films we will be viewing include:
The Death of Yugoslavia
Yugoslavia: The Avoidable War
History of Yugoslavia 1945-1989
War in Yugoslavia
Welcome to Sarajevo
Whose is this Song?
Spotlight on the Balkans
Behind Enemy Lines
Shot Through the Heart
Back to Bosnia
Yugo-Nostalgia from EuroNews Europeans
We will also be watching films from the Yugoslav Era as well as post-Yugoslav Era films over the course of the term. However, you cannot use these films in your analysis. The following is a list of films we will look at:
Zikina Dinastija – Zika’s Dynasty: We will watch a selection of these videos from one of the most popular series.
Kamiondzije – Truckers: We will watch a selection from this humorous series about two best friends who enter the business.
Lud, Zbunjen, Normalan – Crazy, Confused, Normal: We will watch a selection of shorts from this popular post-Yugoslav Era television program.
If you happen to be absent on the date of the screening, you must borrow the videos from me or ask me for the link from the Internet. 25%
The third essay is your own independent writing where you will write an independent report paper based on a topic in the course dealing particularly with our countries of focus. Please note that your topic must fall within the timeline of 1980 and after. Thus, the events you choose to talk about have to be recent.
If you do not wish to write a research essay on a topic covered in the course, you are more than welcome to write an analytical review of 5 course readings that we have looked at over the term. You can pick ANY five readings that you want to discuss, review, make connections between them, and analyze their overall significance. The grader will not be looking for a general summary of the articles that you choose, but a more integrated and detailed picture of the reading or a review followed by a specific analytical discussion on aspects of the readings which you can link to other readings/class themes/lecture themes/discussion problems. More details on both assignment options will be available. 25%
Major Test 20%
The term test will focus on lectures 2 through 11 of the course. You will be responsible for all of the facts given in lectures and in the readings. The test will consist of long-essay questions that you must answer using both the lectures, discussions in tutorials, the films and the required readings. The essay questions will be fairly broad and will ask you to write only on the materials covered in the course. When writing the answers to the questions that you select in long-essay format, please make sure that you select appropriate content. The questions will, of course, be fairly broad to allow for you to think clearly and sufficiently about the content of your responses before you write them down. All essays should be at least 3 WRITTEN double-spaced pages. A list of possible essay topics shall be provided to you in advance of the mid-term test.
Please also be aware of the fact that for the tests, I do not expect you to know specific theories that we cover in class. However, it is a good idea to have some broad-brush knowledge. For example, if a question appears and asks you to analyze turbo-folk music in light of gender issues you would want to make the statement in your essays that turbo-folk generally sexualizes the female body and in effect does not give women agency because they are controlled fully by the patriarchal realms to which their music adheres. This is evident simply in the ways that women are portrayed (the kinds of clothes they wear and their general appearance in music videos). You would not, for example, need to know theories, but just general examples.
I will be more impressed in what you have to say about the lectures, readings, and films and the essay questions will allow you to express your knowledge of the materials presented to you.
As per the course, students must engage in course materials (including lectures, and tutorial discussions). Most of your participation mark will come from attending tutorials and participating in them. You will be expected to discuss the weekly readings in tutorials and will be expected to engage in course content by taking part in quizzes. The quizzes will be conducted solely for the purposes of testing how much of the vocabulary you know and understand. Furthermore, there may be “reading quizzes” administered. In this case, students will be tested solely on whether or not they have done readings for a particular week. The reading quizzes will be fairly straightforward containing one or two broad questions which students must answer according to what they found in their readings. The instructor will not announce these ahead of time, so it would be wise for you to complete the readings assigned.
Please note that one part of participating in this course will be your attendance. The other portion of your mark will be to actually show the instructor that you are engaging in course materials by raising questions and coming up with answers to discussion questions that are posed. Additionally, students will participate in student-led seminars in tutorials where they will be expected to lead the discussions on readings for a particular week. Much of your mark for participation will come from your leading these seminars. In order to participate in seminars which begin after the first two lectures, students must pick a reading or readings from lectures 3 onwards to read, analyze, and present their findings in class conference. Each student is expected to sign up for one week and at least one or all of the readings pertaining to that week as indicated by the course instructor. In order to make sure that students are present to each class, they must sign-in each time otherwise participation points will decrease. If you come in late, you must come and see me at the end of lectures to make sure that you are accounted for. If you are late for tutorials, marks will be deducted and you will not get the chance to indicate your attendance for these sessions without penalty.
Extra Credit Opportunities/Penalty Deduction Procedures
It is my belief that all students deserve to have chances when they are learning especially in a challenging setting such as a language course. Therefore, the following extra credit opportunities and penalty deduction procedures will be granted to all students as necessary. Please do not ABUSE these terms to your liking.
1. You may resubmit assignments late without any penalties, but you must tell me at least a work week ahead of time. If you are found abusing this policy, you will receive an automatic 0. You must demonstrate that you need extra time with appropriate reasoning as discussed.
2. Running of tutorials – for extra credit students may offer to run tutorials guiding and or teaching the students about the core concepts taught in the course and their understanding of such concepts. This IS NOT THE SAME THING AS RUNNING SEMINARS, although there are similar expectations.
3. Alternate assessment(s) – if applicable, students may ask to complete an alternative assignment or assignments as necessary, but they will/may be worth double the assignment they have missed. You must be in desperate need for this option to be given to you. “Desperate need” means: a. not performing well in the course, b. missing too many assignments, c. other
4. An extra essay or worksheet – students may complete an extra essay or worksheet, but not both in order to fulfill an extra credit requirement if necessary.
Grading of work
Whenever I grade your work, I use the following method to calculate your grades which fit into the following numbers/letters/categories:
A- to A+ 80% to 100% 4 Exceptional/Excellent
B- to B+ 70% to 79% 3 Super/ Very Good
C- to C+ 60% to 69% 2 Good/Fair
D- to D+ 50% to 59% 1 Satisfactory/Poor
F less than 50% R Very Poor/Negligible
Report Cards/Progress Reports will be given to students thrice throughout the course of the term so that they can fully understand and observe their performance to that point.
The first report card will be given after the first assignment.
The second one will be given mid-way through the term (after the mid-term test has been graded) and final reportage will be given to all at the end of the term with their final grades.
All official grades will be made explicit to students on paper; no marks will be distributed online in e-mail documentation format.
As per new procedures, I will ask those receiving less than 60% in the course to seek remedial or leave. In courses I offer, this happens rarely, if ever, but I have to disclose this in the syllabus for upper-level theory-based courses.
A word about citations
You can use any type of format for your citations in-text and bibliography. I suggest that you stick with one that you are most familiar with such as MLA. Although you are more than welcome to use CMA (Chicago Manual of Style) or APA American Psychological Association styles as I am quite current with both.
For more information on how to correctly employ MLA style, please look through the following websites carefully:
For more information on how to properly use MLA style within the context of your papers, please consult any of these websites:
For more information on how to properly use Chicago-Turabian style within the context of your papers, please consult any of these websites:
For more information on how to properly use American Psychological Association APA style within the context of your papers, please consult any of these websites:
Please note that besides these websites, you are more than welcome to consult me whenever you have questions, comments or concerns about citations. I will be more than glad to help you out.
I expect that each and every single one of you understands how to employ citations properly. If not, you will lose significant points. Note that I will be looking for citations within the context of your papers only. Also please note that you should not cite things that I say within the context of lectures unless necessary or you ask permission beforehand.
ROUGH DRAFTS, IDEAS, ETC.
Due to the nature and time of this class, you are encouraged by all means to talk to either the instructor or your tutorial leaders about your ideas for your papers. I highly recommend it and there will be some time in the tutorials given specifically to discussing and brainstorming of ideas. Be sure to use this time effectively and come prepared with questions. Alternately you may discuss how you are progressing with your assignments with me at all times, please e-mail.
I expect that you will submit your assignments on time in appropriate Word Document format. Please follow the procedure when submitting your assignments
Give your file a title which appropriately reflects the assignment.
All work should be typed, double spaced in Times New Roman Font; learn how to create page numbers and headings as appropriate. Your first page must adhere to the following rules:
Your instructor’s name
The course name
The date of submission (or due date)
Title of Your Work Centred Appropriately
All required readings will be given to you at an appropriate time. Please note that some readings may come from previous terms as we may have not discussed them before.
Format for the Essays
Each assignment you submit for this course carries a specific format or list of instructions that you have to abide by when handing your work in.
All essays for LANGUAGE COURSES MUST employ the MLA citation style. If you do not cite your material appropriately you will risk reductions to your marks. The following are some rules that you must follow in your essay writing:
- Use academic language. Be certain that you spell every word correctly and that your sentences are clearly written in academic format. Do not employ contractions in your writing such as: can’t, shan’t, shouldn’t, couldn’t, won’t, wouldn’t, she’d, he’d, we’d, I’d, etc. Instead, you should write out the word in full, for example: couldn’t = could not, shouldn’t = should not, shan’t is old form for should not. One way to ensure that you are employing accurate spelling is by hitting the spell check key. You should also possibly print out your work and read it aloud to yourselves. If something sounds weird or off, fix it before submitting your assignment.
- In academic writing, you must always use the third person. This means that you cannot utilize the word “I” unless the specific assignment allows you to use both third and first person sentence structures. If the assignment asks for your opinion, you can say something like, “this work contains significant information about the Balkans” or something to that affect and then you must give examples of the kinds of information that the work gives to you, a novice reader of the subject matter.
- Each of the main arguments within the context of your essay must include examples to support the argument and, or opinion. An example would be: “this work contributes to my understanding of the people of the Balkans because it gives an account of how music plays a significant role in their culture because it is a source of expression and feeling to which everyone plays a particular role. The first part of the sentence contains your initial argument and the part after the “because” gives you the example to support the argument or opinion. Furthermore, the use of secondary sources is also a way in which you can gather support for your main arguments/opinions.
- Answer all of the questions/parts of the essay thoroughly with the use of detail and academic thought. Remember to provide appropriate input into your answers. Do not leave your reader without acknowledging the insights and thoughts that you have about the text.
- Edit, but only in an effort to make sure that your sentences are clear. A sentence that contains more than 50 words is way too long. It is easier to catch errors in writing if you edit beginning with the end of your paper and work your way backwards to the beginning of it. This way it will force you to stay on top of the task!
- Citations – everything that does not come from you MUST be cited, therefore, you must cite every single sentence if the idea(s) within the sentence are not yours. If you do not cite your work appropriately, the highest possible mark that you will receive for your work is 69% or C+ as a final grade, so please be careful. I will strictly check for plagiarism and your paper may be subject to subsequent screening potentially via turnitin.
- Proofread your work at least thrice before you decide to submit it.
- Your work must adhere to the following style: -it must be written in a size 12 point Times New Roman font (I will not accept work written in any other font, but Times New Roman). All pages must be numbered, work should be double spaced, and your identification information in addition to the identification information for this course must be visible on the first page.
- Needless to say, your papers should not contain any slang or clichés within their contexts.
- Make certain that your essays are written for the purpose of informing an audience (your reader). Assume that your reader is an informed individual, but is not an expert on the topic you discuss.
Note that in class, I will provide you with further and more detailed instructions in regards to each essay for this course including the actual instructions.
A word to the student – You are responsible for submitting your own work with your own original ideas. There is to be no borrowing or copying of other people’s work. In this class, this should not be a problem, however, when in doubt, please cite the places where in which you have found your information that may pertain to your answering of a question on an assignment.
You may e-mail the instructor only for any of the following reasons provided:
- If you have any questions, comments or concerns about this course.
- If you will be absent from the course for a period of time.* (This could be any period of time from 1 day to 1 week or more.)
- If you missed an assignment.
- If you did not receive an assignment via e-mail you should check the course website; if the assignment is not posted on the course website then send me an e-mail telling me that you need a copy of the assignment.
- If you require help on any given assessments.* (This includes, tests, assignments such as worksheets, etc.)
- All e-mails should begin with the course code LAN477 and a brief subject line that states the purpose of your e-mail. For example: “LAN477: I have a question about the assignment.”
- Please allow for a maximum of 1 work week or 5 days for your question to be answered. Furthermore, be sure to keep all questions brief and do not send me questions about an assignment the night before it is due as I will not respond.
- Practice appropriate netiquette: I WILL NOT RESPOND TO E-MAILS THAT ARE UNRELATED TO THE COURSE, THAT CONTAIN SLANG, THAT CONTAIN TOO MANY SPELLING ERRORS, THAT CONTAIN NEGATIVE COMMENTS, THAT CONTAIN PROFANITY, THAT CONTAIN IRRELEVANT QUESTIONS WHICH CAN BE ANSWERED BY LOOKING AT THIS SYLLABUS, THE CLASS WEBSITE AND OTHER MATERIALS GIVEN TO YOU IN LECTURE; do not write e-mails in all caps.
- Do not ask questions which require a lot of explanation in your e-mails. Save these questions for lectures and tutorials.
- Do not e-mail the instructor for notes; they will usually be provided. You are also expected to take your own notes within the class.
The Instructor E-mailing You:
The instructor will only e-mail students to answer any questions pertaining to the course, the assignments, tests and quizzes given out in this course and other course-related issues. The Instructor will also e-mail the students information about upcoming assignments. The instructor will also e-mail assignments to students where applicable. If applicable assignments will be posted on the class website: www.languagesdepartment1.educatorpages.com click on “Assignments” tab.
If you ever have any questions, comments or concerns regarding your performance in this course and how you can improve as well as any other academic matters that you wish to discuss including extra help outside of class, explanation on course assignments, etc. please e-mail me sooner rather than later. In terms of inquiring about your grades, if you have problems with the grades that you received and need further comments, explanations and clarifications as to your performance, e-mail me within two weeks after you have received your assignment back. After the two week period passes, I will consider all inquiries on a case-by-case basis.
Additionally, beginning in the 2012 term, all students MUST meet with me half-way through the duration of the term to discuss their overall performance up to that date. Meetings are mandatory.
Further, beginning in the 2012 term, parents of students who are interested in learning about their child’s progress in this course, or who are interested generally in the core units/subjects taught in this course are more than welcome to visit and talk to the instructor in these regards.
*****You can drop this course and any others offered during the term within a period of 2 weeks of enrolment, after that, you will receive a mark of “0” for every assignment that you do not attend to completing. Consequently, you will also receive a “0” as the final mark in this course.*****
Schedule of Readings
Note: The Schedule below is only an estimate. Consequently, themes/readings and the like are subject to change with the discretion of the instructor. Please note that: Recommended readings and resources are for those of you who have absolutely no background in the specific focus of study for that week. They are also for those of you who wish to learn more or to refresh your minds about the things that you have learned about that topic in past courses. Required readings and resources are those that you must read regardless of whether or not you have read about or learned about them before. You must have knowledge of these readings to discuss them in tutorials. *****Additionally, all required readings are testable materials up to the date of the test.*****Please note that it will be solely up to you to keep up with all assigned readings and the class will not slow down for anyone.
WHILE SOME OF THE READINGS MAY BE FAMILIAR TO YOU IF YOU TOOK PAST COURSES WITH ME, THESE READINGS ARE IMPORTANT AND ARE THE BEST OFFERED ONLINE. I HAVE TRIED TO INCLUDE NEW LITERATURE AS WELL.
YOU WILL BE EXPECTED TO KNOW THE CONTENT OF ALL READINGS INCLUDING ALL BOOKS AS LISTED ABOVE AND UNDER THE RESPECTIVE LECTURE TITLES.
AS I HAVE COPIES OF SOME OF THE BOOKS WE WILL BE USING, I WILL ALLOW STUDENTS TO USE THEM FOR THE PURPOSES OF THIS COURSE.
Lecture 1: Introduction: Welcome to the course! Syllabus distributed. Themes are discussed. Course policies outlined.
Please introduce yourselves to the geography of this region by reading the following:
What are the Balkans?
Which countries made up Yugoslavia?
Lecture 2: Yugoslavia and its significance SEMINAR 1
http://en.wikipedia.org/wiki/Yugoslavia Yugoslavia definitions and information
http://www.unc.edu/depts/europe/teachingresources/balkan-crisis.pdf What happened to Yugoslavia (and why?)
http://www.ppu.org.uk/genocide/g_bosnia.html Genocide in Bosnia
http://www.bbc.co.uk/history/worldwars/wwone/yugoslavia_01.shtml Yugoslavia: 1918-2003
mrsocialstudies.homestead.com/files/yugoslaviainternet.doc Case Study in Tutorial!!!!!
http://www.fpif.org/articles/why_yugoslavia_still_matters Significance of Yugoslavia’s disintegration
Lecture 3: The Disintegration of Yugoslavia SEMINAR 2
http://www.seumproject.eu/pwdSources/pdf/Kuljic_Tito.pdf A Reading on Tito
http://news.bbc.co.uk/2/hi/europe/8636034.stm Tito's Legacy Examined
http://commons.pacificu.edu/cgi/viewcontent.cgi?article=1011&context=cassoc (required reading) and also definition of "collective memory" http://www.virginia.edu/sociology/publications/faculty%20articles/OlickArticles/galecm.pdf (recommended, but not required reading)
http://www.iemed.org/anuari/2010/aarticles/Vilanova_Lopez_Turkey_en.pdf Read this. Your opinion piece will be based solely on this article.
http://www.davidchandler.org/pdf/chapters/Disintegration%20of%20Yugoslavia%20chapter.pdf Western Intervention and the Disintegration of Yugoslavia
http://club.fom.ru/books/jovic.pdf The Disintegration of Yugoslavia: A Critical Review of Explanatory Approaches
http://www.desk.c.u-tokyo.ac.jp/download/es_9_Radeljic.pdf Europe 1989-2009: Rethinking the Break-up of Yugoslavia
http://fletcher.tufts.edu/forum/archives/pdfs/32-2pdfs/Kachuyevski_32-2.pdf Sovereignty, Self-Determination and State Collapse: Reassessing Yugoslavia
http://web.inter.nl.net/users/Paul.Treanor/bosnia.html The logic of war in Bosnia
Chapters in Malcolm, Lampe
Lecture 4: Balkan Holocaust: The Disintegration of Yugoslavia as Holocaust SEMINAR 3
Lecture 5: Croatian and Bosnian Holocausts: Destruction of Culture SEMINAR 4
“Stop the War in Croatia:” (Song) http://www.croatianhistory.net/etf/et12b.html Tomislav Ivcic (Singer)
“Cultural Genocide in Bosnia-Herzegovina; Destroying Heritage, Destroying Identity” Pamela de Condappa
http://hague.bard.edu/reports/BosHeritageReport-AR.pdf Destruction of Cultural Heritage Sites in Bosnia-Herzegovina: 1992-1996
www.ischool.utexas.edu/~archweek/2002/killingmemory.doc Killing Memory: The Targeting of Bosnia’s Cultural Heritage
http://faculty.ed.uiuc.edu/westbury/Paradigm/LOW-BEER.PDF Politics, School Learning and Cultural Identity: The Struggle in Bosnia and Herzegovina
Lecture 6: The War in Yugoslavia and the Response from the Outside World SEMINAR 5
Note, I have defined the “outside world” here as any place, country, region, territory, city, state, town, or nation outside of the nations which made up Yugoslavia.
Excerpts from Malcolm, Lampe
http://library.northsouth.edu/Upload/s%20War.pdf Please read only select chapters as indicated in class.
http://www.dtic.mil/doctrine/doctrine/research/yugoslav.pdf Please read the introduction, Ch. 1, Ch. 3, Ch. 6
http://ocw.tufts.edu/data/12/244825.pdf Is Dayton justified?
http://ics.leeds.ac.uk/papers/pmt/exhibits/1052/pso.pdf The Role of the International Community in the Conflicts in the Former Yugoslavia pp.12-25
http://www.unc.edu/depts/europe/teachingresources/balkan-crisis.pdf For helpful and simplified background information only. (NOT REQUIRED READING FOR THIS LECTURE).
Lecture 6.9: War and its Effects on Population SEMINAR 6
http://hrcak.srce.hr/index.php?show=clanak&id_clanak_jezik=41234 Click on “Puni Tekst (Engleski)” on this website. It means “Full Text (English).”
http://www.nato.int/du/docu/d010306c.pdf War Stress - Effects of the War in the Area of the Former Yugoslavia Flogel and Lauc
http://pi.library.yorku.ca/ojs/index.php/refuge/article/viewFile/21632/20305 Yugoslav Refugees, Displaced Persons and the Civil War
cjc-rcc.ucalgary.ca/cjc/index.php/rcc/article/download/527/131 The Problem of Acculturation
Lecture 7: Yugo-Nostalgia and its Implications for Reconstruction SEMINAR 7
http://en.wikipedia.org/wiki/Yugo-nostalgia What is Yugo-nostalgia? An Introduction
http://digitalcollections.sit.edu/cgi/viewcontent.cgi?article=1794&context=isp_collection Yugo-Nostalgia: The Pain of the Present
http://www.doiserbia.nb.rs/img/doi/0038-0318/2008/0038-03180804355P.pdf Nostalgia Matters: Nostalgia for Yugoslavia as Potential Vision for Better a Future
http://www.youtube.com/watch?v=MRASojQfNWI a video on Yugo-Nostalgia
http://iwpr.net/report-news/nostalgia-grows-tito%e2%80%99s-lost-world How the people of the Balkans long for a time of prosperity
http://mediawatch.mirovni-institut.si/eng/mw20.html Yugo-Nostalgia and Titostalgia
Lecture 8: War-Time Media and the Spread of Vicious Propaganda SEMINAR 8
Recommended: http://www.pressreference.com/Be-Co/Bosnia-Herzegovina.html An Introduction
Required: http://ics.leeds.ac.uk/papers/pmt/exhibits/1052/pso.pdf Mass Media’s Impact on Development of Conflicts/War pp.25-32
http://ics.leeds.ac.uk/papers/pmt/exhibits/1052/pso.pdf The Post-Dayton Media Landscape in Bosnia-Herzegovina pp.37-48
http://www.promusica.se/Library/Electronic%20texts/simic_the_former.pdf Media and Violence
http://es.ictj.org/images/content/8/3/833.pdf Transitional Justice and the Role of the Media
http://ics.leeds.ac.uk/papers/pmt/exhibits/1806/bosnia1.pdf Media Development in Bosnia
Excerpts from Gordy
Lecture 9: Reconstruction SEMINAR 9
Note that this is a large theme and thus there are many readings to go along with it. Lectures, however, will give you specific details as to what you need to know.
Rebuilding to Remember, Rebuilding to Forget Read Stari Most, Mostar
http://www.nri.org/projects/rnfe/pub/papers/dp0002.pdf Reconstruction in the rural areas
http://ics-www.leeds.ac.uk/papers/pmt/exhibits/1806/bosnia1.pdf Transforming the media
http://www.internal-displacement.org/8025708F004CE90B/(httpDocuments)/CDC0088DEC37B957C12574100051BDB0/$file/transnational%2Breturn.pdf The return of refugees and reconstruction
http://rosalux-europa.info/userfiles/file/peaceandreconciliation.pdf read “report on ex-Yugoslavia”
Lecture 10: Popular Culture --> Themes, Theories, Bases SEMINAR 10
Excerpts from Luthar
http://mediawatch.mirovni-institut.si/eng/mw08.html Media in Slovenia since 1990
Lecture 11: Music - - and Mid-Term Review SEMINAR 11
From the following list, I do not expect you to know or to read everything below. In class, I will indicate ahead of time the readings that will be most important for the purposes of the mid-term session.
Read chapters 4 to 6 in: http://www.etd.ceu.hu/2011/gphgrm01.pdf (please read in sections as indicated by the instructor. For example, ch. 4 for first discussion, etc.
Also: http://www.iwm.at/index.php?option=com_content&task=view&id=522&Itemid=375 Analyzing the Nature of Turbo-Folk Music
http://folk.uio.no/palk/Dubrovnik/Catherine%20Baker%20-%20essay.htm THOMPSON: The dangers of nationalism
Excerpts from Gordy
Music in Yugoslav Times and the Present
http://www.mystfx.ca/pinstitutes/cpcs/perspectives/vol2no1_files/Mutations.pdf Quite a bit of theory here
http://books.google.ca/books?id=93qZerStffMC&pg=PA92&dq=returning+culture:+musical+changes+in+central+and+eastern+europe&hl=en&ei=sCiITY2vJZGWtweC6rCHDg&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCgQ6AEwAA#v=onepage&q&f=false Returning culture: musical changes in central and eastern Europe by Mark Slobin
http://www.doiserbia.nb.rs/img/doi/1450-9814/2007/1450-98140707279M.pdf moderating modernistic approaches to music
http://www.okcir.com/Articles%20V%202/MiroslavMavraLori%20McNeil.pdf creating identities using music in Croatia
http://www.emc-imc.org/fileadmin/user_upload/MOTS/mots_documentation_low.pdf read pp. 9-12 and 27-31
Lecture 12: NO READINGS; MID-TERM TEST. Please make sure that you have read all required readings to this point. THERE WILL BE NO SEMINARS.
Test outline will be posted in advance. You will be required to write a series of essays based on material covered in lectures 2 to 11. The mid-term test is not difficult at all provided that you have read the readings, attended all necessary tutorials, and watched all films up to this point.
Lecture 13: The Culture of Film in Ex-Yugoslavia SEMINAR 12
http://en.wikipedia.org/wiki/Cinema_of_Yugoslavia An Introduction
From the ones below, only read those indicated by the instructor, although all are important.
http://www.jstor.org/pss/10.1525/fq.2002.56.1.23 Laughter Dark and Joyous in recent films
Balkan as a Sign: available online
http://www.etd.ceu.hu/2009/batel_martina.pdf Read chapters 1 and 2
http://www.nisimasa.com/files/Balkan%20Book%20Final_Web.pdf Read “An overview of the (new) Croatian Cinema,” “The Phenomenon of Bosnian Cinema,” “From Yugoslav to Serbian Cinema,” “A Short History of Citizenship in Kosovo Cinema” pp. 50-78
http://books.google.ca/books?id=jGNWORa2QccC&pg=PA215&dq=ex-yugoslav+cinema&hl=en&ei=alXgTZS5Dsn10gHq4-SoCg&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCoQ6AEwAA#v=onepage&q=ex-yugoslav%20cinema&f=false Read chapters 9, 10
Lecture 14: Poetry and Prose as part of Representative Culture SEMINAR 13
The text by Andric is not a poem, but is a literary work that you might wish to read in whole or in part.
http://www.spiritofbosnia.org/?lang=eng&x=3&y=9 Bosnian poetry
http://croatia.poetryinternationalweb.org/piw_cms/cms/cms_module/index.php?obj_id=17 selection from this website for Croatia TBA
http://slovenia.poetryinternationalweb.org/piw_cms/cms/cms_module/index.php?obj_id=23 selection from this website for Slovenia TBA
http://serbia.poetryinternationalweb.org/piw_cms/cms/cms_module/index.php?obj_id=18418 selection from this website for Serbia TBA
http://www.jstor.org/discover/10.2307/40034501?uid=3739448&uid=2129&uid=2&uid=70&uid=3737720&uid=4&sid=47698983789687 Yugoslavian Prose – Theory of,
Lecture 15: Yugoslav Culture Then and Now: The Power Behind Sports SEMINAR 14
The following are recommended readings:
http://en.wikipedia.org/wiki/Culture_of_Bosnia_and_Herzegovina Read the section under “sports”
http://www.eurozine.com/articles/2003-03-12-stankovic-en.html Soccer in Slovenia
http://www.mirosport.net/2009/soccer/4698/fight-against-nationalism-in-balkan-region/ How to use soccer as a way to fight off nationalism
http://yabastamedia.wordpress.com/2010/10/16/240/ Political undertones and sport
http://www.coe.int/t/dg4/epas/publications/Handbook-1_Sport-Post-Conflict-Societies.pdf read “Good Practice Examples in the Western Balkans Region”
Lecture will be more detailed on Sports culture, in the past and the present and how the the culture of sport could help to create better social cohesion and at the same time, how it can be improved to make this goal possible. It would be a good idea to skim through the readings above just to get a sense of the sports in the region. No other readings will be given.
Lecture 16: Representations of Gender as a Cultural Paradigm SEMINAR 15
Marysia Zalewski. 1995. “Well, What is the feminist perspective on Bosnia?” International Affairs, Vol. 71, No. 2, pp. 339-356.
Type: Turbo Folk and Dance Music in 1990s Serbia: Media, Ideology and the Production of Spectacle - into Google; click on link; read the article.
http://facta.junis.ni.ac.rs/pas/pas2008/pas2008-04.pdf gender and musical performances
http://www.etd.ceu.hu/2011/gphgrm01.pdf read selections of chapters relating to gender issues; pp. 14-23, 86-119, 151, 156-165, 173-195, 201-216, …please only read these in sections or as specified ahead of time.
http://www.etno-institut.co.rs/files/gei/59_2/Mitrovic_GEI_59_2en.pdf religion and gender
http://adamjones.freeservers.com/yugo.htm “victims” versus “combatants” – the use of gender-based characterizations during the Yugoslav war.
http://www.inter-disciplinary.net/critical-issues/wp-content/uploads/2012/05/cukwpaper.pdf Men as victims of violence in the Yugoslav war.
Type: Nationalism and Women’s Activism in the Former Yugoslavia and click on the reading; print and read it.
Type: On Gender-Affected War Narratives; click on link; print and read.
Lecture 17A: The Bosnian, Croatian, and Serbian Diasporas in Canada, USA, Great Britain, and Australia SEMINAR 16
Bougarel. “Balkan Muslim Diasporas and the Idea of a ‘European Islam’”, in: Tomislav Dulic et al. (eds.), Balkan Currents. Essays in Honour of Kjell Magnusson, Uppsala: Uppsala Multiethnic Papers 49, 2005, pp. 147-165. Type the title of article into Google.
The Diasporas in Canada
The Diasporas in USA
The Diasporas in Great Britain
The Diasporas in Australia
http://vuir.vu.edu.au/2006/1/Dzavid_Haveric.pdf Sections of ch. 1 only
http://www.immi.gov.au/living-in-australia/values/book/translation/bosnian.pdf For general interest; only for those who can read in the language.
Lecture 17B: Foreign Policy towards Bosnia in Canada, USA, Great Britain, and Australia SEMINAR 17
Hempson, Wirick, Hay. Towards a Canadian Strategy in Bosnia. Provided in class.
http://www.ligi.ubc.ca/sites/liu/files/Publications/JRP/RethinkingWomenWorkingPaper.pdf Canadian Foreign Policy, Human Security, and Issues of Gender
http://www.usip.org/files/resources/U.S.%20Policy%20and%20Bosnia-Herzegovina.pdf American Foreign Policy
Schmidt. AMERICAN DOMESTIC POLICY AND BOSNIA: FOREIGN POLICY CONSTRAINTS AND THE CLINTON ADMINISTRATION type title into Google.
Lecture 18: Urbano-Rural Relations – Culture, Change, and Development SEMINAR 18
This lecture will devote time to the focus on the differences in living styles and culture between the rural and urban areas of three countries, specifically, Bosnia-Herzegovina, Croatia, and Serbia. It will look at how rural and urban life was once like by honing in on the past and then it will look at the present time period and examine the similarities and differences between spaces and places that are present today.
The readings below should give you an introduction to some past and present issues that have impacted or that will likely impact areas of study. SEMINARS should focus on the readings below:
http://www.arts.yorku.ca/hist/tgallant/documents/lampebalkanindustrialization_000.pdf Industrialization in the Balkans – Before WWI
Lecture 19: Globalization and Its Consequences SEMINAR 19
Karcic. Globalisation and Islam in Bosnia: Foreign Influences and their Effects Distributed in class.
http://webcache.googleusercontent.com/search?q=cache:-owropgH7B4J:www.unomaha.edu/philosophy/Reconsider_Cultural_Globalization_Tuzla2003.rtf+globsalization+in+Bosnia&cd=5&hl=en&ct=clnk&gl=ca Reconsidering Cultural Globalization; you can also find the Word document online.
http://gfp.bluetundra.com/node/1924 Follow link to article; article is in Word
Lecture 20: Towards Democracy, Peace and New Ideals: Final Discussion SEMINAR 20
Please read excerpts from Chandler
How to Read the Texts
The ways in which we approach reading for academic purposes differ from when we read for pleasure. This is because when we read for pleasure we do not always worry about what the significance is of a certain thing that happens within a text and then we are more than likely to just skim through quickly. However, when we read for an academic purpose, we have to stop to think both critically and analytically about the texts that we encounter. Here are some ways in which you can make reading the texts for this course easier on you:
- Skim the text the first time you see it in front of you. Read only any of the bolded headlines that you see. Try to infer or guess what each section will be about.
- Read the title and see if it can give you any clues as to what the text may be about. Think about what the text is addressing based solely on the title.
- The first time you actually sit down to read the text in its entirety do not highlight anything or take note of anything in particular – just read it. Try to read in an effort to get the general ideas of the text flushed out.
- The second time you read you should underline, highlight, etc. the text. Write your thoughts and feelings about certain things in the margins. Always read text for academic purposes with a pen, pencil, highlighter or all three in hand when you are trying to look for the most significant pieces of information.
- If you find that you are having to re-read the text more than five times to understand what the author is saying, skip through and move on to the next sentences and passages.
- If you find it difficult to read text on screen for too long, print it out and read it. If it contains too many pages on its original .pdf file then copy the original and paste it into a .doc (Word document) format. Sometimes using this method will decrease the number of pages. Do not copy and paste any of the author’s endnotes/footnotes though.
- When you are done your careful reading (the second time you read the text), go through what you have underlined/highlighted and make notes. You can either summarize the text in your own words or copy out some of the most important thoughts from the text. Be sure to use quotations if you decide to do this and recognize your source.
- Answer any study questions provided by your instructor. An instructor may for example provide you with a list of a couple of questions that you should answer while reading. Have these questions answered and with you for all discussion sessions.
- Note that questions that the instructor asks you to complete while reading the text may be important for test preparation purposes.
- Find a nice and quiet place to read focus on and think about the text. Ultimately you may also consider talking about the texts you read with someone who is not familiar with the topic that the texts address. This will help you to critically think, analyze and synthesize the said texts.
Prompts Found On Assignment Instructions for this Class
This is to help you with your academic writing in this and other courses. Make sure you understand it fully. We will discuss these ideas in tutorials.
Prompts can be defined as words or phrases which give us specific instructions on how to complete assessments. If you write an essay without considering the prompts your essay will not be appropriate, therefore, you must pay attention to the key words or phrases and respond accordingly. Here is a list of some of the most common of these prompts that you need to know:
Analyze: In order to carefully analyze anything within the context of your assignments you have to pick the text that you are analyzing apart and into separate parts and tell the reader how and why certain portions go together. Analysis shows your reader that you basically understand the thing that you are asked to read and write about. When you analyze something in your work, you must make sure that you support your statements or arguments with facts, examples, explanations, evidence, reasons, justifications and primary sources (if at all possible).
Apply: Application of knowledge that you have gained from the course and, or its readings first requires you to be able to understand these concepts that you have been taught; otherwise you cannot possibly apply this knowledge to your answers. In order to successfully apply something in your writing you must show your reader how the concept can be utilized in order to interpret a certain scenario or scenarios.
Criticize: If an assignment asks you to provide a criticism of something you have to tell the reader of the results of your own analysis or thinking. Whenever you criticize something you have to tell the reader about the significance of the things that you are criticizing. You should also be careful not to criticize just for the sake of doing so, for example, you cannot say “This work is an excellent interpretation of normative culture in Southeastern Europe” without telling your audience why you think that this is the case. In order to be able to write a well-developed criticism on a topic you have to know the topic that you are criticizing.
Define: When an essay asks you to define something you have to give the reader a clear definition for certain words or terms within the context of the essay which becomes important to your analysis.
Describe: If an essay instructs you to give a description of something it means that you have to talk about the essence, nature or appearance of usually a text or something within the text such as a theme/genre. When you describe something in your essay you allow the reader to understand your argument as well as your position on that argument that you are trying to establish within your essay. You also show in a sense your ability to analyze, criticize, evaluate, etc.
Discuss: When you are asked to discuss something in your assignment it means that you have to provide a clear and cautiously written analysis or study of certain themes that are raised within the context of a topic or question provided for you. Consequently, you must judge the significance of the issues that you come across as well as their importance. You must include relatively refined reasons, explanations, and examples which are detailed in order to support your position that you are writing about within your essay.
Evaluate: Evaluation in an assignment requires you to talk about the significance or the importance of a particular piece of literature that you are given to write about. In order to assess the significance of a piece of writing there are some careful steps that you must take
1st – provide an analysis of the statement, proposal or idea
2nd – are the statements that are made within the writing that you read valuable to ensure our understanding of the subject matter or not?
3rd – never assume that all arguments, statements, etc. are valid just because the author thinks so, you have to provide your own independent forethought about the subject matter at hand.
--------- An excellent evaluation usually holds these criteria:
- Careful reading of themes, issues and topics with a special emphasis on analysis
- makes clear definitions of all terms, methodological statements and your thoughts for you and your reader(s) and
- cautiously planning and organizing your answer in written format so that your audience can understand the relevance of your reasons for the concluding statements that you create within the context of your essay
Note that your audience should be able to follow the reasons you have for your evaluations so as to judge your answers in a positive light. Consequently, you should show your reasons in a clear, concise and united manner.
Explain: When an essay asks you to explain something you must respond to it by showing the way in which you think about certain topics, issues and subject matters that are given to you to discuss, read and write about. The goal here is for you to be able to give an interpretation of your understanding of the course readings and materials that you are given to read and access.
Justify: In order to give an appropriate justification for something you have to make a clear decision about it. The next step is to tell your reader why you believe that the decision you made is most appropriate or the best out of the other different reasons which you have managed to discuss, evaluate and eliminate because you do not believe that they offer the readership and audience or even you perhaps the “correct” or “most accurate” answer. After this you must support your final decision with factual and primary evidence, good reasons and otherwise. Your goal here is to make sure that the reader is persuaded that your decision is the right one. Your reasons for this may include certain arguments and proofs such as evidence that may give a sense of support in rejection of the differing decisions.
Relate: When an essay asks you to relate one thing to something else you have to make sure that you connect things to one another, that you discuss relationships, similar patterns you notice, differences within the types of literature and other types of commonalities between the literatures. All of this is done with significant emphasis on in-depth details.
Classroom and Assignment Etiquette
The following is a list of behaviours I expect you to exhibit while in class:
- Please use only pen, pencil and paper for the writing of notes in this course. I do not allow the use of laptops in “live” classes as it is too disruptive to student learning.
- Be punctual and attend every class on time and ready to learn. Bring with you to each class the following items: writing utensils, loose lined and blank sheets of paper (no notebooks, please), a binder or folder to keep your notes and work in, your workbooks, a dictionary (not mandatory), positive attitude.
- Be ready to participate in class and share your idea with others individually and in groups. You must give everyone a chance to speak and share their ideas with the class. Inappropriate or hate language is not permitted in this course and will result in an automatic expulsion.
- No gum chewing in tutorials as you will be expected to speak eloquently. However, you may chew gum in lectures provided that you properly dispose of it in a garbage can and not in and around the area(s) you sit or underneath any chairs, desks, and on walls.
- Do not leave the class when the instructor is lecturing. Wait for the ten-minute break if you have to leave which occurs after the first hour of classes and in every class. If for some reason you need to leave early you must inform the instructor always and sit close to the door to avoid disturbing everyone else.
- Do not speak during lectures unless you are asked to do so.
- You must attend the extra hour of tutorials. You must provide proper notification if for some reason you cannot attend a tutorial. Students may be absent for one whole day of classes, no questions asked, and this does include the day when tutorials are held.
- Items covered in tutorials will not be distributed to students in the same way that the notes will be given. Thus, it is up to every student to make arrangements with another student in class to supply the missed notes.
- No food or drinks are allowed in the class except for water during the first few weeks. On days when it gets warm, we will have classes outdoors. This is when all snacks will be permitted.
- When permitted, snacks are to be consumed during the breaks only and there is to be no garbage around your desk from any snack items. Please govern yourselves accordingly in this manner.
- A note on dress code: please dress accordingly for all classes (for example, like a respectable, responsible student). Otherwise you will be expelled from classes for improper attire. This is usually not an issue, but it becomes so especially when it gets warm out. Remember that classes are not nightclubs so, please dress appropriately. In the summer months, you are allowed to dress in shorts and t-shirt (summer clothing for summer weather), but please be weary of how you decide to dress. We do not want to see any belly buttons, backs, fronts, muscles and the like. Again, those who are repeatedly warned about dress code (i.e. more than thrice) will indeed be expelled automatically.
- Submit all assignments in on time. Please see “Late Assignments” above for full details.
- Keep all workbooks neat, complete, and organized.
- Try to work in groups to study for tests and to discuss the readings, lectures and discussions in this class to ensure understanding.
- Do not bring cell phones, any kinds of music players, or any other electronic devices that may cause a disruption in the class. If you do bring any of these items to the class, I will take them away from you until the said class has ended and then you can come and pick up the item(s). If you keep bringing the item(s) to class, you shall be expelled.
- All tests and quizzes must be taken during the date and time allocated for them. If you have concerns in this regard, if you will be or miss the date and time of a particular test and quiz, you must have a legitimate reason for taking it at another time. You must also, in a reasonable timeframe provide the instructor with information regarding your absence ahead of time (if possible) and upon you immediate return (if the first option is not possible). Those who miss the mid-term worth 20% without proper excuse WILL NOT be able to write it at another time.
- Please take everything regarding this course and the instructor seriously; otherwise you shall be expelled from all classes.