Elizabeth L Keating

The ability to learn and use language is a quintessentially human characteristic—one that distinguishes homo sapiens from other animal species. Language is simultaneously generated through and generative of social life; the former is a primary resource that we humans use in both the structuring and accomplishment of the latter. These dynamics form the subject of study of linguistic anthropology.

This course is an introduction to linguistic anthropology. It is impossible in a single semester to provide a complete overview of all topics that linguistic anthropologists address, so this course covers selected topics, the selection of which is aimed to illustrate how linguistic anthropologists go about doing their work: the range of topics they examine, the kinds of questions they ask, the types of approaches and methods they utilize, and the sorts of conclusions they reach.

This course explores notions of power as they emerge and are constructed in language, ways in which linguistic exchanges can express relations of power, and the role that power can play in the structure of human interaction. Readings include both ethnographic studies and theoretical work about language and power across a range of disciplines and cultures. Early on in the course students will collect language data from a context of their choice, and this data will be analyzed both collaboratively and individually in terms of the concepts and issues examined in the readings and in class discussions.

 This course explores ideas about gender as they emerge through language and embodied behavior, and the role gender plays in the structure of human interaction and human society. Readings include both ethnographic studies and theoretical work about language and gender across a range of disciplines and cultures. Early on in the course students will collect language data from a context of their choice, and this data will be analyzed both collaboratively and individually in terms of the concepts and issues examined in the readings and in class discussions.

The ability to learn and use language is a quintessentially human characteristic—one that distinguishes homo sapiens from other animal species. Language is simultaneously generated through and generative of social life; the former is a primary resource that we humans use in both the structuring and accomplishment of the latter. These dynamics form the subject of study of linguistic anthropology.

This course is an introduction to linguistic anthropology. It is impossible in a single semester to provide a complete overview of all topics that linguistic anthropologists address, so this course covers selected topics, the selection of which is aimed to illustrate how linguistic anthropologists go about doing their work: the range of topics they examine, the kinds of questions they ask, the types of approaches and methods they utilize, and the sorts of conclusions they reach.

 This course is an introduction to aspects of culture and sociality as they are emerging through technological or computer mediated means. The goals of the course are to introduce students to emerging issues in creating and participating in electronically mediated interactions, and to develop skills in investigating and understanding the roles that technology plays in mediating sign systems that influence culture and ways of thinking. We will also look at the role that culture plays in understanding technology. Readings discussed include linguistic, philosophical, psychological, sociological, technical, and anthropological contributions to the understanding what we are coming to know as E-Society.

An Anthropology Core Course, this course is an introduction to the theoretical and methodological foundations of the study of language from a sociocultural perspective. Topics discussed include linguistic, philosophical, psychological, sociological and anthropological contributions to the understanding of verbal and non-verbal communication as a social activity embedded in cultural contexts. No prior training in linguistics is presupposed. Readings include both ethnographic studies and theoretical work about language.

The goals of this course are to introduce students to the study of language use from a sociocultural perspective and to develop skills (through collecting language data) in analyzing the role that language plays in the construction of culture and in the interpretation of human interaction. Topics discussed in lectures and readings include ethnicity, identity, power, status, and gender as these ideas are constructed and negotiated through language.

This course explores notions of gender as they emerge and are constructed in language in interaction, and the role that gender plays in the structure of human interaction. Readings include both ethnographic studies and theoretical work about language and gender across a range of disciplines and cultures.

ANTHROPOLOGY 393, LINGUISTICS 396

TOPICS IN LINGUISTIC ANTHROPOLOGY: LANGUAGE AND POWER

Wednesday 9-12, Spring 2010, Unique # 30635, EPS 1.130KA

Professor:            Elizabeth Keating

                        Office: EPS 2.206, phone 471-8518, email: ekeating@mail.utexas.edu,

                        Office hours: Tuesday 1-3

This course explores notions of power as they emerge and are constructed in language, ways in which linguistic exchanges can express relations of power, and the role that power can play in the structure of human interaction. Readings include both ethnographic studies and theoretical work about language and power across a range of disciplines and cultures. Early on in the course students will collect language data from a context of their choice, and this data will be analyzed both collaboratively and individually in terms of the concepts and issues examined in the readings and in class discussions.

Work and Grading: Students will be responsible for short written summaries of weekly class readings to be emailed to the professor and the other seminar members before class, one individual research paper, and an oral presentation.

Books & Other Materials:

Wetherell, Margaret, Stephanie Taylor, and Simeon Yates. 2001/2005. Discourse Theory and Practice.

            Sage Publications (DTP)

Bourdieu, Pierre. 1994. Language and Symbolic Power, Harvard University Press (LSP)

Drew, Paul and John Heritage. 1992. Talk at Work. Cambridge University Press. (TW)

Anderson, Benedict. 2006. Language and Power. Equinox Publishing (LP)

Pdf’s of some readings on the Blackboard site for the class; please download the journal articles cited

Week 1 (January 20) Introduction, Course Mechanics

 Week 2 (January 27) Introduction, Language and Power

Bourdieu (LSP), pages 1-42 (various Introductions)

Kress, Gunther (in DTP), Reading 2. From Sassure to Critical Sociolinguisitcs: the turn towards a

            social view of language.

Potter, Jonathan (in DTP), Reading 3. Wittgenstein and Austin.

Dumont, Louis. 1970. From Homo Hierarchicus, pp. 1-21.

Collins, P.  1993. Black Feminist Thought in the Matrix of Domination  from: Lemert, C., ed. Social Theory.

            San Francisco: Westview Press.

Anderson, B. 2006 (LP) Part I, Power, Chapters 1 and 2

Week  3 (February 3) Prelude

Giddens, A. 1987. Structuralism, Post-structuralism and the Production of Culture, from A. Giddens and J. Turner. Social Theory Today. Stanford: Polity Press

Foucault, M. 1972.  The Unities of Discourse, from: The Archaeology of Knowledge, NY: Pantheon

Weatherall. 2005. Reading 7, 16           

Anderson, B. 2006 (LP) Part II, Language, Chapters 4 and 5

Week  4 (February 10) Signs, Sentences, Meaning

Wetherall et al., Reading 4, 6, 8

Goffman, E.  1956. The Nature of Deference and Demeanor  from: Interaction Ritual: Essays on face-to-face

            Behavior, NY: Pantheon Books

Brown, R. and Gilman, A. 1960. The Pronouns of Power and Solidarity. In Sebeok, T., ed. Style in

            Language. MIT Press.

Week  5 (February 17)   Methodologies, Contexts

Weatherall, Reading 9, 11, 12, 22

Goodwin, C. 2007.  Formulating the Triangle of Doom. Gesture, 7(1). pp. 97-118.

Taylor, T. 2006/2009. Beyond Fun. Instrumental Play and Power Gamers. In Play Between Worlds: Exploring

            Online Game Culture. MIT Press           

Week 6 (February 24) Talk at Work: Micro-Analysis of Talk-in-Interaction

Drew, P. and J. Heritage, 1992. Analyzing Talk at Work: an Introduction, from Talk at Work, Cambridge

            University Press.

Gumperz, J.1992. Interviewing in Intercultural Situations, from Drew and Heritage Talk at Work.

Drew, P. 1992. Contested Evidence in Courtroom Cross-Examination: the Case of a Trial for Rape, from

            Drew and Heritage Talk at Work.

Weatherall, Reading 9

Week 7 (March 3) Theory and Practice: Cross-Cultural Issues

Bourdieu, Chapters 1, 3

Bloch, M. Introduction, from M. Bloch, ed. Political Language and Oratory in Traditional Society. NY: Academic

            Press.

Kuipers, Joel. 2007. Comments on ritual unintelligibility.  Text & Talk, 27, 4: 559-566

Gal, S. 1995. Language and the "Arts of Resistance" Cultural Anthropology, Vol. 10, No. 3, pp. 407-424           

Week 8.  (March 10) Political Field (s)

Bourdieu (LSP), Chapters 7, 8, 9

Keating, E. 1998. Honor and Stratification in Pohnpei, Micronesia. American Ethnologist, 25(3):399-411.                                                             http://uts.cc.utexas.edu/~ekeating/Publications/AmerEthnol.pdf

McElhinny, Bonnie. 2003. Fearful, Forceful Agents of the Law: Ideologies about Language and Gender in Police

            Officers’ Narratives about the Use of Physical Force. Pragmatics 13(2):253-284.

Week 9 (March 17) Spring Break

Week 10 (March 24) Constructing Authority

Bourdieu, Chapter 4, 5

Keating, E. 1997. Honorific Possession: Power and Language in Pohnpei, Micronesia. Language in Society, 26(2):

            247-268. http://uts.cc.utexas.edu/~ekeating/Publications/Honorific%20Possession.pdf

Cohn, Carol. 1987. Sex and Death in the Rational World of Defense Intellectuals. Signs: Journal of Women

                                                in Culture and Society, vol 12, no. 4

Week 11 (March 31) More Constructing Authority

Bourdieu, Chapter 6, 2,

Philips, S. 1993. Evidentiary Standards for American Trials. From J. Hill and J. Irvine, eds. Responsibility and

            Evidence in Oral Discourse, Cambridge University Press

Irvine, J.  1993. Insult and Responsibility: verbal abuse in a Wolof Village. From J. Hill and J. Irvine, eds.

            Responsibility and Evidence in Oral Discourse, Cambridge University Press

Week 12 (April 7) Gender, Language and Power

LaFrance, M. & E. Hahn.1994. The Disappearing Agent from: Roman, Juhasz, and Miller, The Women and

            Language Debate. New Brunswick, NJ: Rutgers Univ. Press.

hooks, b. 1990.  Reflections on Race and Sex  and  Representations: Feminism and Black Masculinity 

            from hooks, b. Yearning: Race, Gender, and Cultural Politics. Boston: South End Press.

Weatherall, Reading 24

Goodwin, M. 2003. The Relevance of Ethnicity, Class, and Gender in Children's Peer Negotiations. In Handbook

            of Language and Gender. Janet Holmes and Miriam Meyerhoff, eds. Pp. 229-51.            Blackwell.

                http://www.sscnet.ucla.edu/anthro/faculty/goodwin/RelevanceEthnicityClassGender.pdf

Week 13 (April 14) Representations, Reported Speech

Bourdieu (LSP), Chapters 10, 11

Keating, E. 2002. Everyday Interactions and the Domestication of Social Inequality, IPRA Pragmatics

            12:3.347-359. http://uts.cc.utexas.edu/~ekeating/Publications/Pragmatics%202002%202.pdf

Schieffelin, B. 2000. Introducing Kaluli Literacy. In Kroskrity, Paul, ed. Regimes of Language:

            Ideologies, Polities, and Identities. Santa Fe: School of Am. Research.

            http://homepages.nyu.edu/~bs4/Bambi--Website_Assets/BBS%20PDFs/IntroKaluliliteracy.pdf

Mertz, Elizabeth. 1994. Legal Language: Pragmatics, Poetics and Social Power. In Annual Review of Anthropology

            23: 435-455.

Week 14 (April 21) Conclusion and Review

Week 15 & 16 (April 28, May 5) Wrapping Up; Class Presentations

Other suggested readings:

Silverstein, Michael. 2000. Whorfianism and the Linguistic Imagination of Nationality. In Kroskrity, P. ed.,

            Regimes of Language: Ideologies, Polities, and Identities. Santa Fe: School of American Research.

Wertsch, J. 1985. Extending Vygotsky’s Semiotic Analysis: Propositional and Discourse Referentiality  from:

            Vygotsky and the Social Formation of Mind. Harvard University Press.

Goodwin, Marjorie. 2006. The Hidden Life of Girls. Blackwell

Duranti, Alessandro. 1994 From Grammar to Politics: Linguistic Anthropology in a Western Samoan Village.             Berkeley and Los Angeles: University of California Press.

Other Information

Religious Holidays:

Religious holy days sometimes conflict with class and examination schedules. If you miss an examination, work assignment, or other project due to the observance of a religious holy day you will be given an opportunity to complete the work missed within a reasonable time after the absence. It is the policy of The University of Texas at Austin that you must notify your instructor at least fourteen days prior to the classes scheduled on dates you will be absent to observe a religious holy day.

Special Needs:

Students with disabilities who require special accommodations need to get a letter that documents the disability from the Services for Students with Disabilities area of the Office of the Dean of Students (471-6259 voice or 471-4641 TTY for users who are deaf or hard of hearing). This letter should be presented to me at the beginning of the semester and accommodations needed should be discussed at that time. Five business days before an exam the student should remind me of any testing accommodations that will be needed. See following website for more information: http://deanofstudents.utexas.edu/ssd/providing.php

University Electronic Mail Notification Policy (Use of E-mail for Official Correspondence to Students):

All students should become familiar with the University's official e-mail student notification policy. It is the student's responsibility to keep the University informed as to changes in his or her e-mail address. Students are expected to check e-mail on a frequent and regular basis in order to stay current with University-related communications, recognizing that certain communications may be time-critical. It is recommended that e-mail be checked daily, but at a minimum, twice per week. The complete text of this policy and instructions for updating your e-mail address are available at http://www.utexas.edu/its/policies/emailnotify.html. In this course e-mail will be used as a means of communication with you. You will be responsible for checking your e-mail regularly for work and announcements. Note: if you are an employee of the University, your e-mail address in Blackboard is your employee address.

Use of Blackboard in this Class:

This course uses Blackboard, a Web-based course management system in which a password-protected site is created for each course. You will be responsible for checking the Blackboard course site regularly for class work and announcements. As with all computer systems, there are occasional scheduled downtimes as well as unanticipated disruptions. Notification of these disruptions will be posted on the Blackboard login page. Scheduled downtimes are not an excuse for late work. However, if there is an unscheduled downtime for a significant period of time, I will make an adjustment if it occurs close to the due date. Blackboard is available at http://courses.utexas.edu. Support is provided by the ITS Help Desk at 475-9400 Monday through Friday 8 am to 6 pm, so plan accordingly.

Note about Feedback:

Feedback is an important part of learning. Without feedback on how well you understand the material, it is more difficult for you to make good progress. During this course you will give me feedback on your learning in informal and formal ways, such as assignments or exams. Please let me know when something is not clear. This will enable me to provide additional information when needed or to explain a concept in different terms.

Academic Honesty:

Although I encourage you to work together, you are expected to do your own work and acknowledge use of anyone else’s work or ideas. Academic dishonesty includes: (a) copying another student’s work or letting another student copy your work and (b) copying passages or ideas directly from another source and passing them off as your own; that is, without properly referencing them. When scholastic dishonesty is suspected, I am required to notify you and possibly turn the matter over to the Dean of Students office. Penalties for academic dishonesty include a failing grade on the assignment or in this course and possible expulsion form the university. If you have specific questions about these issues, contact the Office of the Dean of Students in FAC 248.

ANTHROPOLOGY 307, LINGUISTICS 312

CULTURE AND COMMUNICATION

Fall 2009

Tuesday and Thursday 3:30-5 p.m. (Course # ANT 307, 30365; LIN 312, 41420)

Professor:             Elizabeth Keating

                        Office: 2.206 EPS, Phone: 471-8518, email: ekeating@mail.utexas.edu

This course is an introduction to everyday language use in a variety of cultures. The goals are to develop your skills in analyzing and understanding the many creative ways people use language in the formation of culture, in shaping ways of thinking, and in arguing and discussing how to interpret behavior and events. We will use two in-depth cases—a community of Bedouins in the Western Desert of Egypt and the American Deaf community—as examples of very different ways of using language to express culture. Stories and accounts of language use from these two communities will be supplemented by lectures and other materials on language in many different language communities. Each of you will collect everyday language examples for several analytical exercises. You will experience using language data as a basis for examining and questioning concepts such as ethnicity, identity, power, status, and gender as they emerge in everyday communication between people.

Texts:                        1. Duranti, A. (1996)  Linguistic Anthropology, Cambridge U. Press (LA)

                        2. Abu-Lughod, L. (1986) Veiled Sentiments, University of California Press (VS)

                                    3. Lane, H., Hoffmeister, R. and Bahan, B. (1996) A Journey into the Deaf World, Dawn

                                                Sign Press (DW)

4. materials on the Blackboard site.

Requirements: There will be two mid-term exams, each covering about half of the course (no final).  There will be material on the exam from the readings and from lectures, so if you have to miss class be sure to get notes from a fellow student. Each of you will be responsible for three written analytical exercises (3-5 pages). Each of these requirements will be fully explained at the time of assignment. Late assignments will be downgraded one letter grade. All assignments must be typed.

Note: do the readings assigned below before class meets that week. Quizzes will be given regularly on readings.

Schedule of Due Dates of Assignments

**Assignment 1 Analytical Exercise Due: September 29

** Assignment 2 Analytical Exercise Due:  October 29

**Assignment 3 Analytical Exercise Due: November 24

Schedule of Exams

***Midterm #1 (covering weeks 1-7): October 20

***Midterm #2 (Covering weeks 8-15): December 1

Grading: Exams count 45% of the grade, and written assignments 45%. Class participation counts 10%. The class participation grade is made up of: a) participating in discussions in class, b) emailing to Prof. Keating newspaper, magazine, or internet articles concerning some aspect of language and culture, c) pop quiz grades on readings, d) attendance at lectures.

WEEK #1  (Aug 27) Overview and Introduction to the Course and Course Mechanics

                        Note: do readings assigned for next week

WEEK #2  ( Sept 1, 3) Studying Language and Culture: a beginning

Readings:            Lane, Hoffmeister, Bahan (DW): “Author’s Note” and Chapter 1

                                    Duranti (LA) Chapter 2, Theories of Culture

                                    Abu-Lughod (VS) Preface and Chapter 1, Guest and Daughter

WEEK #3  (Sept 8, 10) “Everyday” Symbolic Systems & Messages

Readings:             Cook, G. (1992) from the book The Discourse of Advertising, NY: Routledge (Blackboard)

                                                            (Note: begin reading the article at the section entitled “Perfume and Cars”)

                                                Lane, Hoffmeister, Bahan (DW) Chapter 3, The Language of the Deaf-World

Duranti (LA), Meaning in Linguistic Forms, pages 162-166 and 204-213 (section 6.1-6.2; 6.8 to end of chapter)

WEEK #4 (Sept 15, 17) Looking at Language as Action; the Importance of Conversation

Readings:             Duranti (LA) Chapter 1, The Scope of Linguistic Anthropology, also pages 236-244 (begin at section 7.4) & Chapter 8, Conversational Exchanges

WEEK #5 (Sept 22, 24) How to Study Language; Recording Interaction

Readings:            Duranti (LA) Chapters 4 (Ethnographic Methods) & 5 (Transcription: from writing to

                                                digitized images), and pages 290-330 (begin at section 9.2.1),  and pages 340-347

**First analytical exercise due Sept 29:  (Assignment #1)

WEEK #6 (Sept 29, Oct 1) Language Socialization

Readings:             Ochs and Schieffelin (1984) “Language Acquisition and Socialization: Three

                                                            Developmental Stories and Their Implications,” from R. Shweder and R. Levine, eds. Culture Theory: Essays in Mind, Self, and Emotion (Blackboard)

                        Lane, Hoffmeister, Bahan (DW) Chapter 2, Families with Deaf Children

                        Imam, Syeda Rumnaz  (2005) English as a global language and the question of nation-

                                    building education in Bangladesh, Comparative Education, 41: 471–486.

WEEK #7 (Oct 6, 8) The Ethnography of Communication and Verbal Art

Readings:            Abu-Lughod (VS), Chapter 2, Identity in Relationship; Chapter 3, Honor and the

                                    of  Autonomy; Chapter 5, The Poetry of Personal Life

**Second Analytical Exercise Due Oct 29:  (Assignment 2)           

WEEK #8 (Oct 13, 15) Verbal Art, continued

Readings:            Abu-Lughod (VS), Chapter 4, Modesty, Gender, and Sexuality; Chapter 6, Honor and             Poetic Vulnerability; Chapter 7, Modesty and the Poetry of Love

                                    Lane, Hoffmeister, Bahan (DW), pages 104-123 and 144-161

**Oct 20: First Midterm (covering weeks 1-7)

WEEK #9 (Oct 20, 22) Language, Ethnicity and Class

Readings:             Basso, K. (1979) excerpts from Portraits of the Whiteman, Cambridge University Press

                                                            (Blackboard)

                                                Smitherman, Geneva (1997) “The Chain Remain the Same": Communicative Practices in the Hip Hop Nation, Journal of Black Studies, Vol. 28, No. 1, pp. 3-25 (Blackboard)

                                                Bailey, Ben, Communication of Respect in Interethnic Service Encounters, Language in Society 26.3: 327-356 (Blackboard)

WEEK #10 (Oct 27, 29) Language and Status

Readings:            Laitin, David (1989). Language Policy and Political Strategy in India. Policy Sciences 22: 415-436.

                                    Lane, Hoffmeister, Bahan (DW) Chapter 7, Disabling the Deaf-World

                                    Abu-Lughod (VS), Chapter 8, Ideology and Politics of the Sentiment

WEEK #11 (Nov 3, 5) Multilingualism

Readings:            Zentella, Ana Celia (1997) “Bilingualism en Casa” from Growing Up Bilingual: Puerto

                                                            Rican Children in New York. Malden, MA: Blackwell.

                                                Nelson, Cecil L. (1992) My Language, Your Culture: Whose Communicative

                                                Competence? (Blackboard site)

WEEK #12 (Nov 10, 12)  Language and Technology

Readings:            McCloud, Scott, Understanding Comics (selections on Blackboard)

                                                Berger, J. and J. Mohr (1982) The Ambiguity of the Photograph. In Another Way

                                                            of Telling. Writers and Readers Publishing Cooperative, pp. 85-100.

                                                Street, Brian (1995) The Uses of Literacy and Anthropology in Iran, from Social Literacies, Longman: London. (blackboard site)

                                                Cassell, J., and Tversky, D. (2005). The language of Online Intercultural Community Formation. Journal of Computer-Mediated Communication, 10(2), http://jcmc.indiana.edu/vol10/issue2/cassell.html

WEEK #13 (Nov 17, 19) Language and Gender

Readings:            “Attacking Stereotypes in Toyland” (Blackboard)

                                                Eckert, P. & McConnell-Ginet, S. (1995) “Constructing Meaning, Constructing Selves”

                                                            from Hall, K. and Bucholz, M. Gender Articulated. Routledge. (Blackboard)

**Third Analytical Assignment due November 24

WEEK #14 (Nov 24) Review

Readings:             Duranti (LA), Chapter 10, Conclusions

                                                Lane, Hoffmeister, Behan (DW), Chapter 16, Journey’s End

**Second Midterm: Dec 1 (Weeks 8-15)

WEEK #15 (Dec 1, 3) Wrapping Up

                        Second Midterm and Review of Results

Other Information

Religious Holidays

Religious holy days sometimes conflict with class and examination schedules. If you miss an examination, work assignment, or other project due to the observance of a religious holy day you will be given an opportunity to complete the work missed within a reasonable time after the absence. It is the policy of The University of Texas at Austin that you must notify your instructor at least fourteen days prior to the classes scheduled on dates you will be absent to observe a religious holy day.

Special Needs

Students with disabilities who require special accommodations need to get a letter that documents the disability from the Services for Students with Disabilities area of the Office of the Dean of Students (471-6259 voice or 471-4641 TTY for users who are deaf or hard of hearing). This letter should be presented to me at the beginning of the semester and accommodations needed should be discussed at that time. Five business days before an exam the student should remind me of any testing accommodations that will be needed. See following website for more information: http://deanofstudents.utexas.edu/ssd/providing.php

University Electronic Mail Notification Policy (Use of E-mail for Official Correspondence to Students)

All students should become familiar with the University's official e-mail student notification policy. It is the student's responsibility to keep the University informed as to changes in his or her e-mail address. Students are expected to check e-mail on a frequent and regular basis in order to stay current with University-related communications, recognizing that certain communications may be time-critical. It is recommended that e-mail be checked daily, but at a minimum, twice per week. The complete text of this policy and instructions for updating your e-mail address are available at http://www.utexas.edu/its/policies/emailnotify.html. In this course e-mail will be used as a means of communication with you. You will be responsible for checking your e-mail regularly for work and announcements. Note: if you are an employee of the University, your e-mail address in Blackboard is your employee address.

Use of Blackboard in this Class

This course uses Blackboard, a Web-based course management system in which a password-protected site is created for each course. You will be responsible for checking the Blackboard course site regularly for class work and announcements. As with all computer systems, there are occasional scheduled downtimes as well as unanticipated disruptions. Notification of these disruptions will be posted on the Blackboard login page. Scheduled downtimes are not an excuse for late work. However, if there is an unscheduled downtime for a significant period of time, I will make an adjustment if it occurs close to the due date. Blackboard is available at http://courses.utexas.edu. Support is provided by the ITS Help Desk at 475-9400 Monday through Friday 8 am to 6 pm, so plan accordingly.

Note about Feedback

Feedback is an important part of learning. Without feedback on how well you understand the material, it is more difficult for you to make good progress. During this course you will give me feedback on your learning in informal and formal ways, such as assignments or exams. Please let me know when something is not clear. This will enable me to provide additional information when needed or to explain a concept in different terms.

Academic Honesty

Although I encourage you to work together, you are expected to do your own work and acknowledge use of anyone else’s work or ideas. Academic dishonesty includes: (a) copying another student’s work or letting another student copy your work and (b) copying passages or ideas directly from another source and passing them off as your own; that is, without properly referencing them. When scholastic dishonesty is suspected, I am required to notify you and possibly turn the matter over to the Dean of Students office. Penalties for academic dishonesty include a failing grade on the assignment or in this course and possible expulsion form the university. If you have specific questions about these issues, contact the Office of the Dean of Students in FAC 248.