Emily Hicks, Ph.D
Spring 2015
CL 595
MW 2-3:15
Room: SH 113
Office Hours MW 1-1:45 (SH 2Terrace
MW 3:30-4:15
Office: Arts and Letters 362
e-mail: marquesa@aznet.net
TA: Tonnetta Walcott
CL 595
Zombies
Required Reading:
Boluk, Stephanie and Wylie Lenz, ed. Generation Zombie, Essays on the Living Dead in Modern Culture. Jefferson, NC:
McFarland, 2011.
Maberry, Jonathan. Patient Zero. 2009. (R)
Matheson, Richard. I am Legend. Tom Doherty Associates, 1995. (R)
Moreman, Christomer M, and Cory James Rushton. Race, Oppression and the Zombie, Essays on Cross-Cultural
Appropriations of the Caribbean Tradition.
Frater, Riannon. The First Days. New York: Tom Doherty, 2011.
Optional:
Dobie, Ann B. Theory into Practice. (O) (any edition)
MLA Handbook, 7th edition. (O)
(also—not ordered at bookstore but great—short stories by)
Optional Films (partial list combining zombie/horror—full list of horror films below):
Dr. Caligari
The Shining
Psycho
The Vampire Lovers
Night of the Living Dead
Theory and More List:
Adkins, Brett. “A Rumor of Zombies.”
<http://www.pdcnet.org/philtoday/content/philtoday_2007_0051Supplement_0119_0124?file_type=pdf>. (a
discussion of Deleuze on death, Freud and related topics)
Useful blog entry: The Avantguardians, “Burroughs, Naked Lunch and Deleuze”
<http://theavantguardians.blogspot.com/2008/10/burroughs-naked-lunch-and-deleuze-and.html>
Holland, Eugene on Deleuze and Marxism:
<http://www.elimeyerhoff.com/books/Deleuze/Graham%20Jones,%20Deleuze%27s%20Philosophical%20Lineage.pdf>.
(for a more accurate view of Deleuze's views of Marx and Freud than ,Moreman's)
Moreman article on zombies: “Dharma of the Living Dead”:
<http://bc3012wf11.wikispaces.com/file/view/Moreman,+Dharma+of+the+Living+Dead.pdf>.
Larson, Lars Bang. “Zombies of Immaterial Labor.” <http://www.e-flux.com/journal/zombies-of-immaterial-labor-themodern-monster-and-the-death-of-death/>.
Moya, Anna and GemmaLopez (on I am Legend): <http://www.inter-disciplinary.net/at-the-interface/wpcontent/uploads/2013/08/moyasafpaper.pdf>.
Powell, Anna. Deleuze and Horror Film.
Shaviro, Stephen. Deleuze and Zombie article. 1993.
Netflix and Online:
The Truth Behind Zombies (Neflix).
Zombies in LA (2013): http://www.washingtonpost.com/posttv/national/zombie-craze-takes-overhollywood/2013/10/27/76b133d8-3f39-11e3-9c8b-e8deeb3c755b_video.html
Required films (to be watched outside of class):
Night of the Living Dead.
For visual artists: you can watch Basquiat and see if you can find any vodoun influences in his work.
Cool stuff:
Zombie tarot deck.
Course Description:
In this course, you will be introduced to contemporary approaches (in literary theory and criticism, including psychoanalysis
and schizoanalysis) to major works (novels/films/video games) about zombies. The emphasis will be on Deleuzian and
postcolonial approaches. You will be given the opportunity to think about life, death and the undead as well as to consider
various combinations of humans and the non-human (including cyborgs). We will discuss psychoanalysis and horror. You
will read novels, view films and write research papers on zombies. Research papers may be written on television programs
(The Walking Dead), films, novels, graphic novels, Marvel comics on Zombies and related topics. The course is taught in
conjunction with the Council on Foreign Relations academic conference call series. Students receive 75 points for reading
on line articles and participating in conference calls by preparing questions (whether or not they ask the questions).
What You Will Learn:
By the end of the course, some of you will be able to read about, write about and participate in contemporary debates about
many issues in cultural studies, including zombies in relation to globalization, class, ethnicity, gender, borders, hybrids and
complexity. All of you will have a better understanding of horror, vampire and especially zombie films/novels (and video
games). Your perspective on zombies will extend from Paracelsus' homunculus and John Dee's view that it could be
controlled from a distance of twelve miles to current analyses of zombies. You will learn to make arguments supporting
your views on the overlapping genres of horror, vampire and zombie films/texts.
The Professor, the TA from the Past (Scott Kove), our TA Tonnetta Walcott and Zombies:
Hicks's entrance into the world of zombies has been through border theory, Deleuze, schizoanalysis, horror and
experimental cinema. She studied film with John Whitney at UCLA. Whitney's slit-scan technique was adapted by Doug
Trumball in 2001. She is also interested in the relationship between zombies, horror, Burroughs and the Bw0 (body without
organs). In addition, she is engaged in research on slavery, mixed ancestry, hoodoo, voodoo, santeria and vodoun. Hicks is
of Redbone-Melungeon descent through her maternal grandmother; some of her ancestors lived in and around New
Orleans. Her art patron in the 1980s in Los Angeles was Julieanne Kemper Gilliam, the mother of Adam Beckett; his film
animated film Flesh Flows will be shown in class. A cousin of Hicks' typed the manuscripts of the Weird Tales author
Robert E. Howard (Conan the Barbarian series). Her art teacher Belle Baranceanu was engaged to H.P. Lovecraft's favorite
artist, Anthony Angorola. Lovecraft wrote “Herbert West—Reanimator”(1922). It is one of the first depictions of zombies
as scientifically reanimated corpses. The animalistic and uncontrollable temperaments of science-created monsters can be
seen in the genres of both horror and zombie films. Hicks has drawn on the knowledge of her friend Nick Danger (Splatter
Shack) in the preparation of this syllabus: <http://splatter-shack.com/author/Nick-Danger/>. The professor's research
concerns borders, complexity and mixed ancestry. Her approach to contemporary zombie culture in the mass media is to
view current representations in relation to the Scientific Revolution in Elizabethan England (and its relation to alchemy), the
search for gold, and the Atlantic triangular slave trade (which included sugar, rum, cloth, weapons and slaves). She is
examining how shorter time scale phenomena (dressing up as a zombie) are linked to longer time scale institutions
(including slavery). Hicks is of mixed ancestry. She is a descendant of the alchemist Clement Draper, to whom a chapter
is devoted in Deborah E. Harkness's The Jewel House, Elizabethan London and the Scientific Revolution.
Kove's entrance into the world of film and horror will become clear throughout the semester. He and Hicks have worked
together in classes on Mexican cinema and Latin American literature. Tonnetta Walcott, a gamer, has taken the 500 and 600
level versions of this class; she can help you with writing papers about zombie-related video games/television
programs/films .
CL 595
I
W 1/21/15
II
M 1/26/15
Topics
Assignments (have reading done and be ready to discuss)
Introduction to
Zombies: Something to
do with Haiti and Fear
Come to class having read Moreman and Rushton, pp. 1-12. The
professor will mention Deleuze and Guattari (Gene Holland's essay) and
Zizek. Romero originally called his creatures “ghouls” and “the walking
dead.” Matheson's vampires inspired him. Many critics have recognized the racial, feminist, anti-capitalist, anti-war, and generally antiauthoritarian stances in Romero’s films. I will mention Moreman's
views on zombies, Heidegger and Buddhism, and becoming-woman
(Deleuze and Bergson's view that all life participates in a “primitive
whole”). Fetal development. Freddy Kruger as shape-shifter. Examples
of becoming-animal: zombies, vampires and were-wolfs. Drugs and
experimental films can produce altered states of consciousness. Adam
Beckett: Flesh Flows. Deleuze: techno-organic hybrids. Videos should
be watched at home on the weekend before we discuss them in class (if
possible). CFR phone calls are worth 45 points of extra credit. All
articles must be read and students must bring a written question. Several
other extra credit options (including La Jolla Historical Society
exhibition February 14-May 17).
Haitian Origins, Race
and the Zombie.
Vampires and Legends.
Being Immune from
Garlic.
Getting from vampires to zombies: The Vampire Lovers (NRBS--not
required but suggested—on Youtube). Matheson, I am Legend; pp. 140. Night of the Living Dead. Moreman and Rushton. Ch. 3 (Inglis),
pp. 42-59.
W 1/28/15
III
M 2/02/15
Matheson, I am Legend. pp. 41-80. Moreman and Rushton, Ch. 2
(Keresztesi), pp. 31-41. Getting from psychoanalysis to schizoanalysis:
The Cabinet of Dr. Caligari and The Shining--NRBS)
Haitian Origins, Race
and the Zombie
W 2/04/15
IV
M 2/09/15
Matheson, I am Legend. pp. 122-159. Moreman and Rushton, Ch. 4
(Bruce), pp. 60-73.
Haitian Origins, Race
and the Zombie
W 2/11/15
V
M 2/16/15
Maberry, Patient Zero, pp. 1-45; Bishop, Ch. 1, pp. 37-63.
Maberry, Patient Zero, pp. 46-90. Bishop, Ch. 2, pp. 64-93.
Haitian Origins, Race
and the Zombie
W 2/18/15
VI
M 2/23/15
W 2/25/15
Matheson, I am Legend. pp. 81-121. Moreman and Rushton, Ch. 1
(Kordas), pp. 15-30. NRBS: Romero's Day of the Dead (1985).
Maberry, Patient Zero, pp. 91-137. Bishop, Ch. 3
Maberry, Patient Zero, pp. 138-173. Bishop, Ch. 4. NRBS: Romero's
Dawn of the Dead.
Zombies and Philosophy Maberry, Patient Zero, pp. 174-219. Moreman and Rushton, Ch. 5.
Zombies and the
Circulation of Blood
Maberry, Patient Zero, pp. 220-265. Moreman and Rushton, Ch. 6.
VII
M 03/02/15
Zombies and Midterm
Preparation
W 03/04/15
Maberry, Patient Zero, pp. 266-311. You must do research at the library
for your midterm and you must use MLA format. No URLs without any
other info, no papers without your own topic (generated by you), a
method (postcolonial, marxist, feminist, etc.) and a clearly defined topic
(with a title page—7 pages including title page and Works Cited page).
In-class showing of first half of I Walked with a Zombie. Please do not
ask to miss class just because you have seen the film. Please participate
in class discussion and make comments about the film in light of the
reading that you have been doing.
Maberry, Patient Zero, pp. 312-357. In-class showing of second half of
I Walked with a Zombie.
VIII
M 03/09/15
Maberry, Patient Zero, pp. 358-421
W 03/11/15
Frater, The First Days, pp. 1-50. Midterm Due.
IX
M 03/16/15
Orientalism and
Zombies
Frater, The First Day, pp. 51-100. Moreman and Rushton, Ch. 7
(Hamako), pp. 107-23.
W 03/18/15
Anxiety and Dawn of
the Dead
Frater, The First Days, pp. 101-150. Moreman and Rushton, Ch. 8
(Graham), pp. 124-138.
X
M 03/23/15
Nazi Zombies
Frater, The First Days, pp. 151-200. Moreman and Rushton, Ch. 9
(Miller)
W 03/25/15
Zombies in Ireland
Frater, The First Days, pp. 201-250. Moreman and Rushton, Ch. 10
(Rushton)
XI
M 03/30/15
Holiday
W 04/01/15
Holiday
XII
M 04/06/15
W 04/08/15
XIII
M 04/13/15
An Alternate History for Frater, The First Days, pp. 251-300. Moreman and Rushton, Ch. 11
Twentieth Century
(Braun), pp. 162-73.
America (a Zombie
History)
Zombies and Religion
Frater, The First Days, 300-331. Moreman and Rushton, Ch. 12
(Dutton), pp. 177-90.
Future of Zombie
Understandings
Moreman and Rushton, Ch. 13 (Beisecker), pp. 191-205.
W 04/15/15
Presentations. Five students.
XIV
M 04/20/15
W 04/22/15
Presentations. Five students.
Presentations. Five students.
XV
04/27/15
04/29/15
Presentations. Five students.
Presentations. Five students.
XVI
05/04/15
05/06/15
Presentations. Five students.
Presentations. Five students.
XVI
Final Exams
Final (research paper—no written exam) 5/11 1-3 PM. Bring paper at 1
PM.
Finals Week (5/10-5/17); final May 11, 2015, from 1-3 PM. I will collect finals (research papers) at 1 PM. No late
papers accepted after 3 PM. Do not put the paper under the door. Come to class and bring your paper to class. Do not email your paper. Do not make travel plans that make it difficult for you to provide me with a hard copy of your
paper. Tell your family about this requirement. If your paper is turned in after 3 PM, you will not get credit. Do not
misinterpret anything I say to mean that you, individually, do not need to turn in a paper. Everyone must turn in a midterm
and a final (if he/she wants credit). No exceptions (even if you get extra credit or if you help out as a tech or a scheduler).
Extra credit does not mean that you do not need to turn in a paper. I have never told a student: “You do not need to do the
final.”
Some Suggest Research Topics for Grad Students (relate to a call for submissions at
http://medicalhumanities.commons.mla.org/2013/12/22/cfs-graphic-treatment-zombies-medicine-andcomics/#comment-5630):
How do voodoo zombies prefigure bio zombies? How does their fantastical and racialized etiology complicate the
emergence of modern medicine after the fin de siècle?
·How does biomedicine interpret the zombie?
·How does the comic medium represent or complicate zombies in ways other mediums like film cannot?
·What does zombification mean in terms of neuroscience? In terms of epidemiology?
·What are the benefits and risk of using the zombie as a tool for public health? As a metaphor for illness? What kind
assumptions do these approaches take? Do these examples reflect or critique actual instances of “living death,” undeath,
contagion, or loss of rational agency?
·What does it mean to feel “like a zombie” when on an anti-depressant, anti-psychotic, or chemotherapeutic agent?
·How do families treat or perceive dependent loved ones who have had neurological damage from strokes as zombies that
consume their time, resources, and lives?
·Is there a zombification that happens to doctors or medical students as they desensitize their natural abjection to death and
affect?
·How can medicine or illness make one feel other than they are?
·How is medicine and illness dehumanizing?
Digital Humanities Initiative and Extra Credit Online Time Line (45 points) or Expanded Version of Time Line
(optional instead of midterm or final—your choice)
You will work with Tonnetta and the professor on a zombies/Gothic/vampire-related time line (online) project. This project
will be done in conjunction with the Digital Humanities Initiative at San Diego State University. Jessica Pressman and
Joanna Brooks are involved in this project.
Vampires/Twilight Gothic Literature Module
My sixteenth cousing Dominic (von Hapsburg) just got the Dracula castle (Bran Castle) back:
http://www.roconsulboston.com/Pages/InfoPages/Culture/BranCastle/Restitution.html
The following information is found on this website:
The Bran Castle, first built by Teutonic Knights in 1377 to protect Kronstadt (Brasov) from Ottoman
attacks, became a key guard post at the Carpathian Mountain pass for the Austro-Hungarian Empire's hold
on Transylvania.
You may write about Gothic literature, the Hapsburgs and/or the Hapsburgs in Mexico (Maximilian) in any combination. I
am related to the Hapsburgs through an American (Lady Mary Virginia Acheson—maternal ancestry) and through my son's
first cousin's (a Gonzalez Diaz Lombardo) first cousin (the Corcueras, one of whom married Miriam, Archduchess of
Austria).
Here is more info from the website (with a reference to Bram Stoker):
In the villages near Bran, there is a belief in the existence of evil spirits called ghosts or “steregoi” (a
variant of “strigoi”). Until half a century ago, it was believed that there existed certain living people –
“strigoi” – who were leading a normal life during the day but at night, during their sleep, their souls left
their bodies and haunted the village tormenting people in their sleep. These evil spirits haunt their prey
from midnight until the first cockcrow, when their power to harm people faded. “The undead [i.e., ghosts,
vampires] suffer from the curse of immortality,” writes Stoker, “they pass from one period to another,
multiplying their victims, augmenting the evil in the world…” The Dracula character derives from these
local myths.
Visual Arts Module
The professor has been a member of three art collectives: Werkgruppe, BAW/TAF and Las Comadres. She has
performed/exhibited work in the same venues or had her work curated by artists/writers/musicians including: Mona
Hatoum (Palestinian), Anya Gallacio (Turner Prize nominee), Tania Alice (Brazilian), Jamex de la Torre, Illya Haro, Rachel
Rosenthal, Daniel J. Martinez, Mark Deutrom (ex-bass player Melvins), David Avalos, Gloria Anzaldua and Francis Alys.
You may write about visual art/urban art.
Religion, Ethnicity, Culture, Territory and Rights
The professor is developing a course on literature and mixed ancestry (700 level). You may do research on the complex
relationship between religion, ethnicity, culture, territory and rights. If you are an environmentalist, you may add the
theorist Bertrand Westphal to the works in your Works Cited (along with Edward Said and Fredric Jameson).
Franfurt Theory Module
You may write about Herbert Marcuse's One Dimensional Man. The Cold War concept of containment may be a focus of
your work. This book is available online (free).
For students considering graduate study:
While the emphasis at SDSU in the English Department is currently directed towards Children's Literature, literary theory
remains important in the field, as evidenced by the large number of “theory” panels at the 2012 MLA (check more recent
years). Literary theory, postcolonial studies, American Studies and cultural studies are very broad areas. Here's a web site
to introduce you to “affect” (a Deleuzian category): <http://www.cabinetmagazine.org/issues/31/najafi_serlin.php>.
Grad students should check the UC Riverside web site to see what its emphasis is on Children's Literature (apparently much
less emphasis than in the past).
Classroom Management:
Students who speak to their classmates during class (except when engaged in group work) will have 50 points taken from
their grade for each offense (out of 1000). Participation points will be give for attendance.
Grades:




Midterm: 300 points (5-7 page paper)
Final: 500 points (7-10 page paper)
Presentations: 200 points
Total: 1000 points
930-1000 points equals and A. 900-929 equals an A-. 870-899 equals a B+. 830-869 equals a B. 800-829 equals a B-.
770-779 equals a C+. 730-769 equals a C. 700-729 equals a C-. 670-699 equals a D+. 630-669 equals a D. 600-629
equals a D-. Below 600 equals an F.
Homework
Throughout the semester, there may be a few ungraded assignments. They may improve your grade indirectly, through
offering you a chance to perfect your understanding of the material.
Assignments
 All students will write a one page paper addressing the following: name; major; are you deterritorialized (in
relation to country, culture, language, disability, social class, etc.); travel (inside and outside of the US); other
interests (especially music, art, open mic, etc.).
 The midterm research paper is 5-7 pages (250 words per page). It should have a title. Two outside sources of
information required (articles and books other than the reading list). One must be a book or an academic journal
(not an on line article).
 The final research paper is 7-10 pages (250 words per page). A conference paper used to be 12 pages (20
minutes). Now, some panel moderators give speakers only 12 minutes. It should have a title. Sources of
information for midterm and final should include the books on the reading list, on-line academic articles, academic
journal articles and academic books. Wikipedia, most newspaper articles (NY Times and The Washington Post are
an exception), brief abstracts and non-.edu/.gov websites should not be used. If you are not sure, check with me.
Your paper should have an introduction, a body of several paragraphs and a conclusion. You paper should be an
analysis paper, not an argument paper. In this introductory theory class, we are merely attempting to learn to use
various methodologies.
 Every book, article or reference listed in the Works Cited must appear in the paper. No passage may be copied (I
will Google passages in some cases) from references without quotation marks and page numbers.
Presentations
Parents, families and friends are invited to the presentations. An invitation and a hand-out (one for each student and one for
the professor) is required for full credit. Partial credit will affect the grade (200 possible points).
Extra Credit
Two art exhibitions, one panel discussion, CFR phone calls and possibly other events. The first art exhibition will be held at
the La Jolla Historical Society (in La Jolla).
Absences
No more than three absences without medical documentation. Roll will be taken (at the beginning of the class) throughout
the semester. Participation points will be given for attendance.
Student Resources
Voice of the Shuttle (vos.ucsb.edu/)
Students will be encouraged to form study groups (including on-line study groups).
Some course materials may be available on Blackboard.
COUNCIL ON FOREIGN RELATIONS CONFERENCE CALL SERIES
Students will received 45 points (out of a total of 45 for the entire semester) for attending one of the events. Students must
read online articles and come with prepared questions. Students must arrive on time and bring a pencil, their questions, and
paper to take notes. They must turn in their questions to me in order to get credit.
Fall 2013 Academic Conference Call Series
All calls are held from 12:00-1:00 p.m. (ET). To join, email educators@cfr.org.
Winter/Spring 2015 Academic Conference Call Series
Academic Conference Call
Note: the first phone call is on the topic of AIDS.
The Global Health Crisis of Noncommunicable Diseases (NCDs)
Speaker:
Thomas J. Bollyky, Senior Fellow for Global Health, Economics, and Development, CFR
February 11, 2015 12:00-1:00 p.m. - (ET)
This meeting is on the record.
Academic Conference Call
Security and Democratic Governance in Nigeria
Speaker:
John Campbell, Ralph Bunche Senior Fellow for Africa Policy Studies, CFR
February 26, 2015 12:00-1:00 p.m. - (ET)
This meeting is on the record.
Academic Conference Call
Countering Violent Extremism
Speaker:
Farah Pandith, Adjunct Senior Fellow, CFR; Former Special Representative to Muslim Communities, U.S. Department of
State
March 11, 2015 12:00-1:00 p.m. - (ET)
This meeting is on the record.
Watch
Academic Conference Call
International Efforts to Combat Climate Change
Speaker:
Michael A. Levi, David M. Rubenstein Senior Fellow for Energy and the Environment and Director, Maurice R. Greenberg
Center for Geoeconomic Studies, CFR
March 25, 2015 12:00-1:00 p.m. - (ET)
This meeting is on the record.
Academic Conference Call
U.S. Defense Policy
Speaker:
Janine Davidson, Senior Fellow for Defense Policy, CFR
April 8, 2015 12:00-1:00 p.m. - (ET)
This meeting is on the record.
Academic Conference Call
Japanese Domestic Politics and China’s Rise
Speaker:
Sheila A. Smith, Senior Fellow for Japan Studies, CFR
April 23, 2015 12:00-1:00 p.m. - (ET)
This meeting is on the record.
Academic Conference Call
The Global Health Crisis of Noncommunicable Diseases (NCDs)
Speaker:
Thomas J. Bollyky, Senior Fellow for Global Health, Economics, and Development, CFR
February 11, 2015 12:00-1:00 p.m. - (ET)
This meeting is on the record.
Academic Conference Call
Security and Democratic Governance in Nigeria
Speaker:
John Campbell, Ralph Bunche Senior Fellow for Africa Policy Studies, CFR
February 26, 2015 12:00-1:00 p.m. - (ET)
This meeting is on the record.
Academic Conference Call
Countering Violent Extremism
Speaker:
Farah Pandith, Adjunct Senior Fellow, CFR; Former Special Representative to Muslim Communities, U.S. Department of
State
March 11, 2015 12:00-1:00 p.m. - (ET)
This meeting is on the record.
Watch
Academic Conference Call
International Efforts to Combat Climate Change
Speaker:
Michael A. Levi, David M. Rubenstein Senior Fellow for Energy and the Environment and Director, Maurice R. Greenberg
Center for Geoeconomic Studies, CFR
March 25, 2015 12:00-1:00 p.m. - (ET)
This meeting is on the record.
Academic Conference Call
U.S. Defense Policy
Speaker:
Janine Davidson, Senior Fellow for Defense Policy, CFR
April 8, 2015 12:00-1:00 p.m. - (ET)
This meeting is on the record.
Academic Conference Call
Japanese Domestic Politics and China’s Rise
Speaker:
Sheila A. Smith, Senior Fellow for Japan Studies, CFR
April 23, 2015 12:00-1:00 p.m. - (ET)
This meeting is on the record.
Student Rights and Responsibilities:
The course is focused on difficult, painful, controversial topics. Students may express their views openly and should be
respectful towards alternative views. All classroom disruptions will be met with a call to Campus Security. Any student
who feels that the class is not a place where his or her parents could be brought should bring his/her concerns to the
professor so that by the end of the course, the classroom environment will be appropriate. Some controversial topics may
be discussed before the end of the semester, and some of these topics might not be appropriate for the public presentations
of research. Use discretion, humor, good graphics and a multidimensional perspective when dealing with topics that could
offend other students. Linking one's views to the reading is a diplomatic way to put forward unpopular perspectives. Be
cognizant of one's own experiences and how these experiences may overlap with stereotypes. Be ready to have your views
challenged. Diversity leads to innovation.
Essential Policy Information
 Policy for late work: no late work without a medical excuse (with documentation). It is not come to class just
before it begins to tell the professor that you will not be in class (due to job/whatever other reasons). The professor
will be getting prepared for class, and will not have time to discuss your individual situation. An e-mail does not
count as an excuse for an absence (although it is appreciated so that the professor knows what is going on with
you).
 Policy for missed tests: with medical excuse only. Quizzes must be made up on the day of return to class.
 Policy for extra credit: extra credit (CFR phone calls, one cultural event).
 Policy for off-campus events. There are no off-campus events scheduled.
 Human Subjects Protocol. Students will not be required to conduct interviews.
 SDSU Honor Policy: Institutions of higher education are founded to impart knowledge, seek truth, and encourage
one's development for the good of society. University students shall thus be intellectually and morally obliged to
pursue their course of studies with honesty and integrity. Penalties for offenses are part of Title 5 of the California
Code of Regulations. See 41301(a). See <http://www.rohan.sdsu.edu/dept/senate/policy/pfacademics.html>.
 ADA Policy
AMERICANS WITH DISABILITIES ACT
SDSU is committed to providing reasonable accommodations for students with disabilities to permit them to carry
out their educational responsibilities. Requests for assistance and accommodation can be directed to the Director,
Disabled Student Services, 619594-6473, TDD 619-594-2929.
Students should provide the professor with paperwork linked to a disability at the beginning of the course.
 Syllabus Change Policy
The above schedule and procedures in this course are subject to change in the event of extenuating circumstances.
 Professors are now required by executive order of the Chancellor of the CSU to report academic dishonesty
(plagiarism and cheating) to the administration at SDSU. Plagiarism occurs when you copy directly from a text
and you do not put quotation marks around the directly quoted passages. Even if you include the works you cite on
your Works Cited page, it is not sufficient. Each passage, idea, observation, piece of data, etc. needs to have a
source attached to it. If you paraphrase a passage, you need to give a source at the end of the paraphrase. To test
how well you understand the concept of plagiarism, take a passage out of your paper and Google it. You will
quickly see how easy it is for the professor to discover if you have provided proper attribution or not.
Appendix
Notes for Research on Vampires
Questions to consider:
Lust for blood (vampires) and flesh (zombies). How to analyze film. Color/light/shadow (easiest). We will move from
less difficult to more difficult categories from Gilles Deleuze (movement-image and time-image). Powell Ch. 1
Noticing the marks of change/becoming (vampire marks) and evidence (blood on mouth of vampire). What are the
rules/familiar forms of representation known by viewers (transformation from young/beautiful to old/horrifying, garlic
and vampires, how to kill vampires—stake through the heart, etc.). Seduction/contagian.
II Powell Ch. 1. Psychoanalysis to Schizoanalysis—deterritorialization (border culture)/discordance/dissociation and
disintegration
III Powell Ch. 1, Suggested zombie film: Romero's Day of the Dead. Binary: civilian/military. Becoming-woman
(cf. Sarah to Ripley in Alien Resurrection). Romero's rejection of the military and academe/science. Sarah
criticizes helicopter pilot (who notes that there are records on everything that “interrupts the flow of things” and his
Scottish friend. Tells Sarah: “Whatch gonna do?” Bury the new charts with the rest? Claims humans have been
cursed (for trying to figure “his [God's] shit out.” Memory (razor). Does not see Logan as lunch. Civilized
behavior (Cherokees learning to churn butter). African American woman with bandanna. Shot. Human shoots
one of the infected. You still want “to sleep with him” (miscegenation—one drop). Logan teaches Bub how to use
a cassette player. Logan shot. Remembers how to unlock. Soldiers become food for zombies. Fingers bitten off.
Commits. Suicide.
IV Powell Ch. 2 Suggested zombie film: Romero's Dawn of the Dead. Brain/body. Control. Class/ethnicity/gender
(African American male, white female, two white men—one blond/one brown hair). Women. Zombies: animated
corpses; driven by instinct; eat human flesh. Slaves to desire, not voodoo master. Drawn to the mall by memory.
Possible topic: Bergson and memory. Bergson and horror (Powell). Consumption. Only eat humans. Fran asserts
herself. Wants to know how to fly helicopter. Signs of infection. Left bag in other truck. Foot bitten off.
When there's no more room in Hell, the dead will walk the earth. His grandfather was a vodoun priest in Trinidad.
Signs of transformation: delirious. Asks Peter to take care of him. Facewhite/aged.