SUNY Fredonia
Division of Arts and Humanities
INDS/HIST 220: Introduction to Ethnicity/Race
Spring 2005
Section 1: Thompson E-316, MWF 9-9:50
Office: Fenton 240; MWF 2-3, T 10-2, and by appointment; 673-3859
E-mail: simon@fredonia.edu
Web Page: www.fredonia.edu/department/english/simon/

About the Course Web Site

This web site is designed to help you get as much out of this course as possible--you can use it to find out how you will be graded, how to join and use the course listserv, what reading and writing assignments are due and when, what books are on reserve for your use in Reed Library, and how to use the world-wide web for research. Please take the time over the weekend after the first week of classes to read this page carefully and to familiarize yourself with the other pages for this course. Please get in the habit of checking back to this web site to keep track of changes to the tentative schedule (see below) and to find advice on papers and projects, as well as to surf the ever-expanding list of links to interesting web pages related to the course. And please contact me any time (see above for my coordinates) if you have ideas about how to improve these pages or the course as a whole. I hope you enjoy taking this course as much as I enjoy teaching it!

I. Course Description

Interdisciplinary approach to race and ethnicity in the United States and other contemporary multiethnic/multiracial societies. This section is divided into three units--theories and histories, experiences and institutions, and fictions and futures--so that we may consider the stakes of conceiving of critical race/ethnicity studies as a comparative, transnational, and postcolonial field of inquiry. In the first unit, we survey theories of race and ethnicity and analyze several historical case studies in order to recognize and reexamine our own assumptions and habits of thinking. In the second unit, we consider both the processes and the experiences of racialization in order to flesh out the duality of race and ethnicity as social constructions and social facts. In the third unit, we theorize race and ethnicity as social fictions in order to explore possible futures.

This course is required in all Multiethnic Studies minors and can be used to fulfill the American Minorities requirement in History's Social Studies major; for non-majors who entered Fredonia before Fall 2001, it satisfies Part IDb of the General College Program (GCP); for all students who entered Fredonia during or after Fall 2001, it satisfies Part VI of the College Core Curriculum (CCC).

II. Rationale

In INDS 220, students from a range of majors, minors, and concentrations interact, and the goals of the professional programs are integrated with specific course and general education goals. Achieving these goals (described in Section IV below) will require us to foster academic skills and intellectual habits of reading closely and carefully, thinking critically and creatively, listening actively and attentively, speaking thoughtfully and concisely, and writing clearly and analytically--skills and habits useful to everyone, but of particular importance to future teachers.

III. Textbooks. The textbooks adopted for this course are:

• W.E.B. Du Bois, Dusk of Dawn: An Essay toward an Autobiography of a Race Concept (Transaction)
• Joan Ferrante and Prince Brown, Jr., eds., The Social Construction of Race and Ethnicity in the United States (2nd ed.) (Prentice Hall)
• Peter Linebaugh and Marcus Rediker, The Many-Headed Hydra: The Hidden History of the Revolutionary Atlantic (Beacon)
• Mahmood Mamdani, When Victims Become Killers: Colonialism, Nativism, and the Genocide in Rwanda (Princeton UP)
• Vijay Prashad, Everybody Was Kung Fu Fighting: Afro-Asian Connections and the Myth of Cultural Purity (Beacon)
• Karen Tei Yamashita, Tropic of Orange (Coffee House)

IV. Course Objectives and Outcomes.

This course has been approved for Part IDb of the GCP and Part VI of the CCC. As such, it presents general ideas and principles basic to the field of study as well as an introduction to the major research methods in it, and facilitates improvement of student skills, including critical thinking and critical literacy. Specifically, students will be introduced to the major concepts, theories, models, and issues in the field; students will consider such methodological issues as what constitutes evidence, cause-effect relationships, formulating, measuring, and manipulating variables, formulating, operationalizing, and testing hypotheses, the history of the development of the field, contemporary thinking in the field, connections to related disciplines, and consideration of the way in which culture has influenced the development of the field; and students will develop their skills in interpreting findings, differentiating between empirical fact and opinion, considering the relationship between hypothesis and theory, evaluating logic and parsimony of arguments, exploring alternate interpretations of findings, questioning assumptions, and exploring new areas of inquiry. To achieve these goals, students will

• read, think about, and generate questions about the assigned texts;
• exchange and discuss their questions in the classroom and on the course listserv;
• write several informal reflective essays to develop their critical thinking skills and engage in interdisciplinary inquiry;
• write, research, and revise an identification project that allows them to connect the assigned readings with their own ideas and experiences;
• research and write a final project that integrates what they have learned in the course.

V. Instructional Methods and Activities

The methods used in the classroom will include lecture, in-class writing, guided discovery, open discussion, cooperative group work, and other discussion-oriented activities.

VI. Evaluation and Grade Assignment

Attendance/Preparation/Participation (10%). Regular attendance and thoughtful participation are crucial to your enjoyment of and success in this course. If there is absolutely no way for you to avoid missing a class, you must contact me ahead of time or soon after your absence, preferably by email. Even more important than showing up on time, of course, is coming to class prepared and focused. I expect you to read what has been assigned for a given date at least once (and some texts each day preferably more than that!) by the time we begin to discuss it in class. This is a discussion rather than a lecture course, after all; although I will provide some context and background for our reading, the bulk of class time will be spent in small- or large-group discussions and activities. Since it's difficult to make good contributions to discussions about a text if you haven't read it carefully or thought about it extensively, how well you budget your time outside of class will to a large degree determine how well you do in this class in general and how well you do on this portion of your course grade in particular.

Your grade for this segment of the course will be based on a combination of your attendance, the quality of your participation in class and on the class listserv (described below), and your preparation, effort, and improvement over the course of the semester. As there is no final exam in this course, think of my evaluation of your preparation/participation as a different but equally important method of assessing your overall performance in the course. Due to the importance of attendance and participation, more than two unexcused absences will hurt your preparation/participation grade and each non-emergency absence after the fourth will lower your final course grade by a full grade (e.g., with five absences a B+ will become a C+; with seven, it will become an E). Please see Section VIIIB, below, for definitions of excused and emergency absences.

Listserv Participation (35%). Detailed instructions for subscribing to and using your section's listserv (inds22001@listserv.fredonia.edu) are given below (see Section VIII), will be discussed in class, and are available on the course web site, along with a troubleshooting guide, at http://www.fredonia.edu/department/english/simon/inds220s05/listserv.htm. This listserv will be your space; I will keep my own input to a minimum. Although you may use the listserv in any number of ways, you must use it in the following ways:

• Discussion Questions (15%): each week you may post a set of discussion questions (at least 3 substantive questions) to the course listserv that you believe would spark discussion in class either by 10 pm Sunday for Monday's class, 10 pm Tuesday for Wednesday's class, or by 10 pm Thursday for Friday's class. No more than one set of discussion questions per week will count toward your overall total, although you may submit as many additional sets as you want for extra credit. Further requirements and advice on generating discussion questions can be found elsewhere on the course web site at http://www.fredonia.edu/department/english/simon/inds220s05/dq.htm.

  Your grade for this segment of the course will be determined by the number of on-time, passing discussion questions you post to the course listserv: 10 or more sets of discussion questions=A; 9=B+; 8=B; 7=C+; 6=C, 5=D; 4 or less=E. The quality of your discussion questions will be factored into your preparation/participation grade (see above).
  

• Reflective Essays (20%): each week, you will have the opportunity of writing a brief informal essay (roughly 2-3 pages) responding to the readings and discussions in that week, which must be posted to the class listserv no later than 8 pm the following Monday. Only one reflective essay per week and no more than three reflective essays per unit will receive full credit, although you are free to write more for extra credit. Further requirements and advice on generating reflective essays can be found elsewhere on the course web site at http://www.fredonia.edu/department/english/simon/inds220s05/re.htm.

  Your grade for this segment of the course will be determined by the number of on-time, passing reflective essays you post to the course listserv: 6 or more reflective essays=A; 5=B+; 4=B; 3=C+; 2=C, 1=D; 0=E. The quality of your reflective essays will be factored into your preparation/participation grade (see above).

Identification Project (25%). The Identification Project is designed to encourage self-awareness, self-reflection, and a critical engagement with the course material. It consists of an initial personal essay (due M 1/31/05) which you then revise into a longer experimental essay (due M 4/4/05), based on your responses to the readings, discussions, discussion questions, and reflective essays that have most influenced you through early April in the course. For detailed information and advice on the identification project, go to http://www.fredonia.edu/department/english/simon/inds220s05/ip.htm.

Final Project (30%). For detailed information and advice on the final project, go to http://www.fredonia.edu/department/english/simon/inds220s05/fp.htm.

B. Grading. All work during the semester will be graded on a letter basis (A=outstanding, B=good, C=average, D=bad, E=awful) and converted into a number for purposes of calculating final grades. I use the following conversion system (the number in parentheses is the "typical" or "normal" conversion, but any number in the range may be assigned to a given letter grade):

A+=97-100 (98); A=93-96.99 (95); A-=90-92.99 (91); B+=87-89.99 (88); B=83-86.99 (85); B-=80-82.99 (81); C+=77-79.99 (78); C=73-76.99 (75); C-=70-72.99 (71); D+=67-69.99 (68); D=63-66.99 (65); D-=60-62.99 (61); E=0-59.99 (55)

Your final grade is determined by converting the weighted numerical average of the above assignments into a letter grade, according to the above scale.

VII. Bibliography. Many of the following works will be available at the circulation desk of Reed Library as part of our course reserve readings (click here for the reserves list):

A. Contemporary References

• Theodore Allen, The Invention of the White Race
• Les Back and John Solomos, eds., Theories of Race and Racism: A Reader
• Lee Baker, From Savage to Negro: Anthropology and the Construction of Race, 1896-1954
• Etienne Balibar and Immanuel Wallerstein, Race, Nation, Class: Ambiguous Identities
• Elazar Barkan, The Retreat of Scientific Racism: Changing Concepts of Race in Britain and the United States between the World Wars
• Homi Bhabha, The Location of Culture
• Robert Bernasconi and Tommy Lott, eds., The Idea of Race
• Kum-Kum Bhavnani, ed., Feminism and "Race"
• Grant Cornwell and Eve Stoddard, eds., Global Multiculturalism: Comparative Perspectives on Ethnicity, Race, and Nation
• Charles Cozic, ed., Nationalism and Ethnic Conflict
• Kimberle Crenshaw, Neil Gotanda, Gary Peller and Kendall Thomas, eds., Critical Race Theory: The Key Writings that Formed the Movement
• F. James Davis, Who Is Black? One Nation's Definition
• Philip Deloria, Playing Indian
• Richard Dyer, White
• Steve Fenton, Ethnicity
• Charles Gallagher, ed., Rethinking the Color Line: Readings in Race and Ethnicity (2nd ed.)
• E. Nathaniel Gates, ed., Cultural and Literary Critiques of the Concepts of Race
• --,ed., Racial Classification and History
• Patrick Geary, The Myth of Nations: The Medieval Origins of Europe
• Paul Gilroy, Against Race
• --, The Black Atlantic
• David Goldberg, Racist Culture: Philosophy and the Politics of Meaning
• --, ed., Anatomy of Racism
• -- and John Solomos, eds., A Companion to Racial and Ethnic Studies
• Guillermo Gomez-Pena, The New World Border
• Avery Gordon and Christopher Newfield, eds., Mapping Multiculturalism
• Ivan Hannaford, Race: The History of an Idea in the West
• Sandra Harding, ed., The "Racial" Economy of Science
• Martha Hodes, ed., Sex, Love, Race: Crossing Boundaries in North American History
• Noel Ignatiev, How the Irish Became White
• Matthew Frye Jacobson, Whiteness of a Different Color: European Immigrants and the Alchemy of Race
• Beth Kolko, Lisa Nakamura, and Gilbert Rodman, eds., Race in Cyberspace
• Rachel Lee and Sau-ling Cynthia Wong, eds., Asian America.Net: Ethnicity, Nationalism, and Cyberspace
• George Lipsitz, The Possessive Investment in Whiteness
• Ian F. Haney Lopez, White by Law
• Wahneema Lubiano, ed., The House That Race Built: Black Americans, U.S. Terrain
• Martin Marger, ed., Race and Ethnic Relations: American and Global Perspectives (6th ed.)
• Anne McClintock, Aamir Mufti, and Ella Shohat, eds., Dangerous Liaisons: Gender, Nation, and Postcolonial Perspectives
• Kenneth Mostern, Autobiography and Black Identity Politics: Racialization in Twentieth-Century America
• Joanne Nagel, Race, Ethnicity, and Sexuality: Intimate Intersections, Forbidden Frontiers
• Lisa Nakamura, Cybertypes: Race, Ethnicity, and Identity on the Internet
• Michael Omi and Howard Winant, Racial Formation in the United States: From the 1960s to the 1990s (2nd ed.)
• David Roediger, Towards the Abolition of Whiteness
• --, The Wages of Whiteness: Race and the Making of the American Working Class
• Paula Rothenberg, ed., Race, Class, and Gender in the United States (4th ed.)
• Joseph Skerrett, Jr., ed., Literature, Race and Ethnicity: Contesting American Identities
• Amritjit Singh and Peter Schmidt, eds., Postcolonial Theory and the United States: Race, Ethnicity, and Literature
• Audrey Smedley, Race in North America
• Werner Sollors, ed., The Invention of Ethnicity
• John Stone and Dennis Rutledge, eds., Race and Ethnicity: Comparative and Theoretical Approaches
• Becky Thompson and Sangeeta Tyagi, eds., Names We Call Home: Autobiography on Racial Identity
• Sasha Torres, ed., Living Color: Race and Television in the United States
• Winston Van Horne, ed., Global Convulsions: Race, Ethnicity, and Nationalism at the End of the Twentieth Century
• Julie Ward and Tommy Lott, eds., Philosophers on Race: Critical Essays
• Patrick Williams and Laura Chrisman, eds., Colonial Discourse and Post-Colonial Theory
• Naomi Zack, Race and Mixed Race

B. Classic References

• Frantz Fanon, Black Skin White Masks
• George Fredrickson, The Arrogance of Race
• --, The Black Image in the White Mind
• Henry Louis Gates, Jr., ed., "Race, " Writing, and Difference
• Thomas Gossett, Race: The History of an Idea in America
• Reginald Horsman, Race and Manifest Destiny
• Alexander Saxton, The Rise and Fall of the White Republic
• Frank Snowden, Before Color Prejudice
• Werner Sollors, Beyond Ethnicity: Consent and Descent in American Literature
• --, ed., Theories of Ethnicity: A Classical Reader
• Stephen Steinberg, The Ethnic Myth: Race, Ethnicity, and Class in America
• Nancy Stepan, The Idea of Race in Science

C. Key Journals

• Critical Inquiry
• Diaspora
• Ethnic and Racial Studies
• MELUS
• PMLA
• Public Culture

VIII. Course Schedule and Policies

A. Tentative Course Schedule. The following course schedule is subject to revision--please refer here regularly for updates to this schedule, notes on the texts, and suggestions for further reading. Please recall that you need to submit 10 sets of discussion questions and 6 reflective essays to earn As for those components of your final grade (see Section VI). You should read the introductory essay to each unit before beginning it (click on the links in the titles of each unit's heading). These essays will help you see why it is crucial to be aware that each day's reading assignment is designed to offer multiple ways of comparing and contrasting the readings--why it is crucial for you to be an active, engaged, critical reader in this course. Rather than giving equal attention to all texts for a given day, you should be looking for interesting relations between them and focusing in on the texts and relations that you find most significant. I will expect you to gain familiarity with all the readings but to choose at least a couple each day that you have analyzed particularly carefully. Please see me at the earliest sign of a problem if you want individualized advice on how to handle the reading load in the course. (Key: SCRE=The Social Construction of Race and Ethnicity in the United States [2nd ed.].)

Critical Race/Ethnicity Studies

F 1/21 Introductions and Overview

Theories and Histories

M 1/24 Joan Ferrante and Prince Brown, Jr., "Introduction" and "Six Case Studies," SCRE 1-12, 55-62; Ray Elfers, "Can Family Members Really Belong to Different Races?" and "Known Ancestries and Race," SCRE 105-111, 166-167; W.E.B. Du Bois, Dusk of Dawn xxix-xxx, 3-7; Peter Linebaugh and Marcus Rediker, The Many-Headed Hydra 1-7; Vijay Prashad, Everybody Was Kung Fu Fighting ix-xii
W 1/26 Joan Ferrante and Prince Brown, Jr., "Classifying People by Race" and "Ethnic Classification," SCRE 113-128, 215-229; Yen Le Espiritu, "Theories of Ethnicity: An Overview and Assessment," SCRE 257-263; Vivian Rohrl, "The Anthropology of Race: A Study of Ways of Looking at Race," SCRE 376-385
F 1/28 Joan Ferrante and Prince Brown, Jr., "The Persistence, Functions, and Consequences of Social Classification," SCRE 289-307; Ian Haney Lopez, "The Mean Streets of Social Race," SCRE 151-163; Jack Forbes, "Indian and Black as Radically Different Types of Categories," SCRE 164-166; Bruce Simon, "White-Blindness," SCRE 473-478

M 1/31 W.E.B. Du Bois, Dusk of Dawn 97-133; David Cohen, "Reflections on American Ethnicity," SCRE 249-256; Vijay Prashad, Everybody Was Kung Fu Fighting 1-36; IDENTIFICATION PROJECT due no later than 5 pm
W 2/2 W.E.B. Du Bois, Dusk of Dawn 134-172; Vijay Prashad, Everybody Was Kung Fu Fighting 37-69; Peter Salins, "Americans United by Myths," SCRE 274-287; Robert Jensen, "White Privilege Shapes the U.S." and "More Thoughts on Why the System of White Privilege Is Wrong," SCRE 479-484
F 2/4 Mahmood Mamdani, When Victims Become Killers 19-75

M 2/7 Howard Zinn, "Persons of Mean and Vile Condition," SCRE 310-315; Peter Linebaugh and Marcus Rediker, The Many-Headed Hydra 8-70
W 2/9 Peter Linebaugh and Marcus Rediker, The Many-Headed Hydra 104-173
F 2/11 Peter Linebaugh and Marcus Rediker, The Many-Headed Hydra 174-247

M 2/14 W.E.B. Du Bois, Dusk of Dawn 25-96; Vijay Prashad, Everybody Was Kung Fu Fighting 70-96; Mahmood Mamdani, When Victims Become Killers 76-102
W 2/16 W.E.B. Du Bois, Dusk of Dawn 173-267; Vijay Prashad, Everybody Was Kung Fu Fighting 97-125
F 2/18 Mahmood Mamdani, When Victims Become Killers 103-157

M 2/21 NO CLASS: Reading Day
W 2/23 Mahmood Mamdani, When Victims Become Killers 158-233
F 2/25 Mahmood Mamdani, When Victims Become Killers 234-263

Experiences and Institutions

M 2/28 Peter Linebaugh and Marcus Rediker, The Many-Headed Hydra 71-103; revisit W.E.B. Du Bois, Dusk of Dawn 97-133
W 3/2 Peter Linebaugh and Marcus Rediker, The Many-Headed Hydra 248-286; revisit W.E.B. Du Bois, Dusk of Dawn 134-172
F 3/4 Peter Linebaugh and Marcus Rediker, The Many-Headed Hydra 287-326

M 3/7 The U.S. Office of Management and Budget, "Federal Statistical Directive No. 15" and "OMB's Decisions: Revisions to Federal Statistical Directive No. 15," SCRE 135-143; The U.S. Bureau of the Census, "Questions Related to Ethnicity" and "Race," SCRE 230-233, 485-491; Luis Angel Toro, "Directive No. 15 and Self-Identification," SCRE 234-237; Himilce Novas, "What's in a Name?," SCRE 238-240; Rudolph Vecoli, "Are Italian Americans Just White Folks?," SCRE 264-273
W 3/9 Joan Ferrante and Prince Brown, Jr., "The Personal Experience of Classification Schemes," SCRE 13-28; Laura Lovett, "Invoking Ancestors," SCRE 198-203; Mary Waters, "Choosing an Ancestry," SCRE 246-248; Marilyn Halter, "Identity Matters: The Immigrant Children," SCRE 73-80
F 3/11 Mitzi Uehara-Carter, "On Being Blackanese," SCRE 52-54; Judy Scales-Trent, "Choosing Up Sides," SCRE 70-72; Sarah Van't Hul, "How It Was for Me," SCRE 81-84; GUEST APPEARANCE: Nancy Boynton, Mathematics, SUNY Fredonia

M 3/14 The U.S. Supreme Court, "Plessy v. Ferguson," SCRE 340-350; Cheryl Harris, "Plessy," SCRE 351-354; Ariela Gross, "Litigating Whiteness: Trials of Racial Determination in the Nineteenth-Century South," SCRE 176-197; Paul Knepper, "Historical Origins of the Prohibition of Multiracial Legal Identity in the States and the Nation," SCRE 129-134
W 3/16 State of California, "Article XIX, Chinese," SCRE 308-309; Angela Ancheta, "Race Relations in Black and White," SCRE 204-213; Cruz Reynoso, "Ethnic Diversity: Its Historical and Constitutional Roots," SCRE 388-399; L. Wade Black and Robert Thrower, "Getting Recognized," SCRE 168-171
F 3/18 W.E.B. Du Bois, Dusk of Dawn 8-24; Andrea Kim, "Born and Raised in Hawaii, But Not Hawaiian," SCRE 43-49; Dympna Ugwu-Oju, "What Will My Mother Say," SCRE 63-67; Joseph Tovares, "Mojado Like Me," SCRE 85-89; Yuri Kochiyama, "Then Came the War," SCRE 90-97

M 3/21-T 3/29 NO CLASSES: Spring Break

W 3/30 UNESCO Courier, "The Declaration of Athens," SCRE 355-357; Prince Brown, Jr., "Biology and the Social Construction of the 'Race' Concept" and "Why 'Race' Makes No Scientific Sense," SCRE 144-150, 332-336; Stephen Jay Gould, "Science and Jewish Immigration," SCRE 316-322
F 4/1 Stephen Caldwell and Rebecca Popenoe, "Perceptions and Misperceptions of Skin Color," SCRE 409-414; K.C. Cole, "Brain's Use of Shortcuts Can Be a Route to Bias," SCRE 429-434; GUEST APPEARANCE: Stephen Kershnar, Philosophy, SUNY Fredonia

Fictions and Futures

M 4/4 W.E.B. Du Bois, Dusk of Dawn 268-326; IDENTIFICATION PROJECT REVISION due no later than 5 pm
W 4/6 Peter Linebaugh and Marcus Rediker, The Many-Headed Hydra 327-353
F 4/8 Vijay Prashad, Everybody Was Kung Fu Fighting 126-149

M 4/11 Mahmood Mamdani, When Victims Become Killers xi-xvi, 1-18, 264-282; PROPOSAL for FINAL PROJECT due no later than 5 pm [consider turning it in much earlier in the semester, however]
W 4/13 NO CLASS: Reading Day
F 4/15 Karen Tei Yamashita, Tropic of Orange 1-94

M 4/18 Karen Tei Yamashita, Tropic of Orange 95-135
W 4/20 Karen Tei Yamashita, Tropic of Orange 136-173
F 4/22 Karen Tei Yamashita, Tropic of Orange 174-209

M 4/25 Karen Tei Yamashita, Tropic of Orange 210-242
W 4/27 Karen Tei Yamashita, Tropic of Orange 243-270
F 4/29 Patricia Riley, "Adventures of an Indian Princess," SCRE 29-32; Garrett Hongo, "Culture Wars in Asian America," SCRE 39-42

M 5/2 Patricia Hill Collins, "Toward a New Vision," SCRE 459-472
W 5/4 Erich Loewy, "Making Good Again," SCRE 400-409
F 5/6 wrap up course

F 5/13 FINAL PROJECT due no later than 5 pm

B. Class Policies

1. Attendance. As stated in Section VI above, barring emergencies each absence after the fourth will lower your final course grade by a full grade. Be aware that absences due to emergencies are the only absences that will not be counted toward your total for the semester. Emergencies include but are not limited to death in the family, hospitalization or serious illness, and natural disasters; scheduled and unavoidable school-sponsored events (games, meets, performances, etc.) are also counted as emergencies for the purpose of this attendance policy. Besides emergencies, the only other absences that won't affect your participation/preparation grade are excused absences. Please notify the instructor over email, in advance if possible and, if not, as soon after the absence as possible, if you wish an absence to be considered as an emergency or excused absence; the decision will be made at the instructor's discretion.

2. Course Listserv. You are required to subscribe to your section's listserv and to read and think about your peers' observations and discussion questions before each class meeting. To subscribe to your section's listserv, compose an email message to listserv@listserv.fredonia.edu, leave the subject line blank, and write this exact command in the body of message: subscribe inds22001 Your Name. Please be sure to delete any signature or other text that may appear in the body of your message, as it will only confuse the very literal-minded machine that handles listserv subscriptions. Very soon after sending this message, you will receive an email from the machine that handles subscriptions asking you to confirm your subscription; please follow the instructions in this email carefully, as you are not subscribed to the listserv until you have done so. Soon after doing this, you will receive another email message from the machine that handles subscriptions informing you that you are indeed subscribed to your section's listserv and laying out basic information about the listserv. Save this message--it's very useful. Once you get this message, you will begin receiving messages from others who are subscribed to the listserv; you also will be authorized to send messages to them by composing a message to the machine that distributes messages to those who are subscribed to the listserv. To do so, simply send an email message to inds22001@listserv.fredonia.edu (where x=your section number). It is highly recommended that you either save a copy of every message you send to the course listserv (many email programs automatically save all messages sent in a "sent mail" folder) or "cc:" yourself whenever you send a message to the listserv, as your listserv participation will be graded both quantitatively and qualitatively (see Section IV, above) and it is possible that technical or human error could result in your messages being lost in transit, accidentally deleted, misfiled, or miscounted. Please familiarize yourself with the college's "Computer and Network Usage Policy" (College Catalog 2003-2005, pp. 241-246) and check with your instructor first before posting something to your section's listserv that is not directly related to the course.

3. Late Assignments. Late discussion questions, reflective essays, and final projects will not be accepted or graded. Other assignments will be accepted and graded but will lose one-third of a grade per day late (e.g., a paper turned in two days past the due date that would have otherwise received an A- would be penalized two-thirds of a grade and thus receive a B). Only students who ask for an extension at least two days before the due date will be granted one; asking for an extension on the final project means that your final grade for the semester will be an incomplete (I), and that you must turn in your final project before the end of the following semester so that the I becomes a grade other than an E.

4. Plagiarism and Academic Honesty. To plagiarize is "to steal and pass off as one's own the ideas or words of another" (Webster's Seventh New Collegiate Dictionary). SUNY Fredonia strongly condemns plagiarism and takes severe action against those who plagiarize. Disciplinary action may extend to suspension from privileges or expulsion from college. Please familiarize yourself with the college's "Academic Integrity Policy" (College Catalog 2003-2005, pp. 237-239, see also p. 225) and check with your instructor if you have any questions about it.