Pennsylvania State University 110 jewish lit.doc · Web viewJewish literature, students will discover, is a window to thinking about general issues of ethnicity, modernity, identity,

CMLIT 110 JEWISH LITERATURE, Fall 2006, Prof. S.J. Bronner, Page 1 of 25

Jewish Literature: An International Perspective

CMLIT 110Schedule No. 681835Time: M 6:15-9 p.m.

Location: 302 Library and Morrison Gallery (9/18, 10/16, 10/30, 11/20, 12/4)

Instructor

SIMON J. BRONNER, Ph.D.Distinguished Professor of American Studies and Folklore

Physical Office Location: W356 Olmsted Building

On-Line Office (with Instant Messaging and Email):(For instant messaging Professor uses ID “amstdsjb” on AIM, MW 2-4 p.m., EST).

Email messages to [email protected] will be checked daily, M-F, and responses made within 24 hours.

Mailing Address: Penn State Harrisburg

777 West Harrisburg PikeMiddletown, PA 17057-4898

Phone Contact Information:717-948-6039 (office)717-948-6201 (staff)717-948-6724 (fax)

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mailto:[email protected]


DESCRIPTION

Content and Structure:

This course has the theme of “Between Two Worlds: Stories of Estrangement and Homecoming” suggested by the American Library Association for reading and discussion of a set of highly praised books that deals with Jewish identity as men and women understand their minority status at home and to new destinations. The label “Jewish literature” commonly used in the humanities and cultural studies raises questions about who is a Jewish writer (does it mean being born Jewish? Or as critic Jonathan Boyarin puts it “thinking in Jewish”?) and what is a Jewish story (Jewish content, style, or subject? This category is tested, for example, by the book The Last Centaur). Indeed, if the label applies to a body of work, is there sufficient consistency among different world traditions (compare, for example, the production of Canadian, Egyptian, South American, and United States authors in this course). What is the role of literature in these different cultures? Finally, one has to ask why there is a need for a label of Jewish literature in world literature at all. Is there a set of problems unique to the subject of Jewishness in literature, in other words? The course confronts these basic questions in relation to literature as a study and culture as a context to place this study. Jewish literature, students will discover, is a window to thinking about general issues of ethnicity, modernity, identity, representation, expression, and mobility in the contemporary world.

To answer the above questions, the class begins with the identification of Jewish literature, followed by a survey of world traditions, and concluding with the function of Jewish literature in these cultures. These sections lead to a conclusion in which we assess what we have learned toward an understanding of identity and expression in the contemporary world, and ask where Jewish literature is likely to go from here.

The course is integrated into public programs on Jewish literature during the fall semester. On five evenings, the class will meet at 7 p.m. in the Morrison Gallery to discuss texts of the class with community members. Refreshments will be served on these evenings.

This course qualifies for General Education and IL cultures requirements.

Objectives : By the end of the class, students will have

(1) gained tools of analyzing literature (e.g., rhetorical criticism, psychoanalytical interpretation, cultural studies);

(2) gained knowledge of major issues in the relation of literature to culture (e.g., Jewishness as ethnic life and symbol in different world culture; global effect of modernization on the rise of individualism

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and the loss of community, role of literature in cultural production and consumption);

(3) articulated major concepts, sources, and scholarship on Jewish literature as a topic of inquiry in the humanities and cultural studies (e.g., Orientalism, bifurcated identity; Haskalah; bilingualism), and;

(4) gained practice in oral and written presentation, including leading a book discussion (oral), responses in a discussion forum (informal writing), and literary criticism (formal writing).

TECHNICAL REQUIREMENTS

The course utilizes an “Angel” web site at cms.psu.edu (or www.angel.psu.edu) for classroom resources and submission by students of their required work. If you’re accessing Angel from home, a broadband connection is highly recommended.

After logging on, you’ll choose CMLIT 110 from your course profile, and then see a set of “tabs.” The folders referred to in this syllabus are mostly under the “Course Lessons” tab.

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http://www.angel.psu.edu/


You should have an access account allowing you to log on to the Penn State network. You can use computers on campus at various lab locations or use a laptop on campus that logs into the wireless system. If you bring your laptop to the library classroom, you can log into the wireless system. If you’re using a computer at home to access ANGEL or Penn State resources, a broadband connection is highly recommend. Most databases require a PC platform; the following chart summarizes the technical needs, which are usually standard on consumer computers. For a site to retrieve free Penn State downloads, see https://downloads.its.psu.edu/. For technical assistance with Penn State computer

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resources, contact: [email protected] or look at the guide to information technology posted at http://css.its.psu.edu/internet/ For local help, you can visit:

Instructional and Information Technologies

E302 Olmsted Building

777 West Harrisburg Pike

Middletown, PA 17057

Computer Center Phone: 717-948-6188

Operating System XP recommended

Processor 500 MHz or higherMemory 128 MB of RAMHard Drive Space 500 MB free disk spaceBrowser Windows: Internet Explorer 6 or higher OR

Windows Firefox 1.0 or higherPlug-ins Adobe ReaderAdditional Software Microsoft Office Internet Connection Broadband (cable or DSL) connection

recommended

REMOTE ACCESS TO LIBRARY RESOURCES

Many of Penn State’s library resources can be utilized from a distance. Through the LIAS website at www.lias.psu.edu, you can:

-access electronic databases, and even full-text articles and books-borrow material and have them delivered to your doorstep…or even your desktop-talk to reference librarians in real time using the “Virtual Reference Service.”

You must have an active Penn State Access Account and be registered with the University Libraries to take full advantage of the Libraries’ resources and services. Registration and services are free.

Databases in LIAS that you should know for a class like this are:

1. MLA2. Literature on-line3. JSTOR4. Project Muse5. Gale Virtual Reference Library (World Literature, Holocaust Literature)6. Contemporary Authors-Contemporary Literary Criticism-Dictionary of Literary Biography

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http://www.lias.psu.edu/

http://css.its.psu.edu/internet/

mailto:[email protected]


REQUIRED PRINT TEXTS

Aciman, André. Out of Egypt: A Memoir. New York: Riverhead, 1996.

Bellow, Saul. Mr. Sammler’s Planet. 1970 rpt. New York: Penguin, 2004.

Goodman, Allegra. Kaaterskill Falls. New York: Dial Press, 1999.

Hoffman, Eva. Lost in Translation: A Life in A New Language. New York: Penguin, 1989.

Sliar, Moacyr. The Centaur in the Garden. Madison: University of Wisconsin Press, 2003.

Stavans, Ilan, ed. The Oxford Book of Jewish Stories. New York: Oxford University Press, 1998.

REQUIRED ELECTRONIC TEXTS AVAILABLE ON ANGEL

Améry, Jean. “On the Necessity and Impossibility of Being a Jew.” New German Critique, No. 20 (Spring-Summer 1980): 15-29.

Dauber, Jeremy. “Between Two Worlds: Stories of Estrangement and Homecoming.” Essay Distributed by Nextbook and American Library Association, 2004.

Ertel, Rachel, and Alan Astro. “A Minority Literature.” Yale French Studies. No. 85 (1994): 224-26.

Gilman, Sander L. “’We’re Not Jews’: Imagining Jewish History and Jewish Bodies in Contemporary Multicultural Literature.” Modern Judaism 23 (2003): 126-55.

Goffman, Ethan. “Between Guilt and Affluence: The Jewish Gaze and the Black Thief in Mr. Sammler’s Planet.” Contemporary Literature 38, no. 4 (Winter 1997): 705-25.

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Guttmann, Allen. “Saul Bellow’s Mr. Sammler.” Contemporary Literature 45, no. 2 (Spring 1973): 157-68.

Federman, Raymond. “The Necessity and Impossibility of Being a Jewish Writer.” http://www.federman.com/rfsrcr5.htm. Accessed September 3, 2006.

Levy, S. “Is There a Jewish Literature?” Jewish Quarterly Review 15, no. 4 (July 1903): 583-603.

Mersand, J. “Literary Impact of Jewish Culture.” English Journal 64, no. 2 (February 1975): 39-46.

Walden, Daniel. “Parallels between Chicano and Jewish-American Writing.” MELUS 8, no. 2 (Summer 1981): 57-60.

Socolovsky, Maya. “Land, Legacy, and Return: Negotiating a Post-Assimilationist Stance in Allegra Goodman’s Kaaterskill Falls.” Shofar 22, no. 3 (2004): 26-42.

WRITING ASSIGNMENTS

Responses. Students will be required to post four “responses” between 500 and 750 words each in a discussion forum within the “Assignments and Guides” folder under the “Lessons” tab in ANGEL. The first response is to Bellow’s Mr. Sammler’s Planet on October 16, the second to Aciman’s Out of Egypt, the third to Scliar’s The Last Centaur, and the fourth to Goodman’s Kaaterskill Falls on December 4. I will post the first response to give you an example. The responses will address the central themes of estrangement and homecoming in the course, and the way that different cultural experiences in the Jewish world shape identity. For each literary work, students should consider one or more dichotomies: the attitude expressed by the author or characters for the traumatic or idealized past and the uncertain future, the old and “new” world, secular or religious identity, tradition and modernity, separation or assimilation, exile or return.

You will be evaluated on the quality of your postings. See the following grading rubric for completion of responses. The rubric emphasizes that quantity does not equate to quality.

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http://www.federman.com/rfsrcr5.htm.%20Accessed%20September%203


ATTRIBUTE Excellent Good Average Below Average

Poor

1. Student followed guidelines and instructions of assignment (e.g., length, theme, timeliness)

5 4 3 2 1

2. Student contribution is thorough and properly documented

5 4 3 2 1

3. Student contribution demonstrates knowledge and/or research of subject

5 4 3 2 1

4. Student contribution demonstrates insight, creativity, and/or imagination

5 4 3 2 1

5. Written or visual contributions are clear, well composed, and logical in sequence and content

5 4 3 2 1

TOTAL POINTS= (Score on each attribute) X 4

Your maximum “Response” score will therefore be 400 points.

Literary Presentation/Discussion. Students will lead a 15-minute discussion in class on a story in The Oxford Book of Jewish Stories. These discussions are scheduled for November 6 and 13. The student should present a background on the author, the historical and cultural context of the story, and symbolic/rhetoric interpretations, followed by questions for discussion. The story chosen will also be used for the written literary criticism turned in at the end of the course. Students are required to see me to talk about the choice of the story, sources, and preparation for the presentation.

See the following grading rubric for completion of the literary presentation/discussion.

ATTRIBUTE Excellent Good Average Below Average

Poor

1. Student followed guidelines and instructions of assignment (e.g., time, theme, scope)

5 4 3 2 1

2. Student contribution is well organized and orally presented

5 4 3 2 1

3. Student contribution demonstrates knowledge and/or research of subject

5 4 3 2 1

4. Student contribution demonstrates insight, creativity, and/or imagination

5 4 3 2 1

5. Student facilitated thoughtful discussion 5 4 3 2 1

TOTAL POINTS= (Score on each attribute) X 4

Your maximum presentation/discussion score is therefore 100 points.

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Literary Criticism. Students will follow a template with questions to be answered on the story chosen for the Literary Presentation/Discussion. The answers will require a contextualization of the story, consideration of literary criticism/interpretation (in library sources), and documentation of sources. The template is posted in the “Assignments and Guides” folder under the “Lessons” tab in ANGEL. The template is in Word and you should insert your answers directly in the file. You will submit the final assignment (minimum 7 pages) by December 11 in drop boxes available on ANGEL (Locate drop box under “Lessons” tab, “Assignments and Guides” folder). The grading rubric (including categories for “composition” and “scholarship” for this assignment is also in the folder for “Assignments and Guides.” I will fill this out and return it to you, so you have feedback on your “composition” and “scholarship.”

GRADING AND DEADLINE SUMMARY

The following table organized in ascending order by date summarizes the graded activities and assignments in the course.

Date Due Type of AssignmentOctober 16 Response 1: Mr. Sammler’s

PlanetOctober 30 Response 2: Out of EgyptNovember 6 & 13 Presentation/Discussion:

Oxford Book of Jewish StoriesNovember 20 Response 3: Last CentaurDecember 4 Response 4: Kaaterskill FallsDecember 11 Literary Criticism

The following tables summarize the grading.

Category Maximum PointsResponses 400Book Discussion 100Literary Criticism 500

Points Grade Quality of Performance GPA Equivalent930-1000 A Exceptional Achievement 4.00900-929 A- Excellent Achievement 3.67870-899 B+ Extensive Achievement 3.33830-869 B Good Achievement 3.00800-829 B- Acceptable Achievement 2.67770-799 C+ Minimal Achievement 2.33700-769 C Inadequate Achievement 2.00600-699 D Inadequate Achievement 1.00Below 599 F Failure 0.00

XF Academic Dishonesty 0.00

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For more information on Penn State’s grading policy, see http://www.psu.edu/ufs/policies/47-00.html#47-60.

COURSE OUTLINE

Meeting 1: September 11

Introduction to Course: Objectives, Structure, Assignments, Expectations

The Jewish Context: Religious, Historical, and Cultural

Defining the Themes of Estrangement and Homecoming

Thinking Of, and With, Literature: Example of Close Reading of Text and Using Literary Criticism

In our opening class, I’ll give a brief overview of the “Jewish” in “Jewish literature” and show that the definition of this field of literature has been disputed. I will give a guiding scope to our discussion of Jewish literature in the ethnic experience of Jewish writers in different parts of the world. I’ll explain the overarching themes of estrangement and homecoming. As a prologue to the book discussion the following week, I’ll give an example of doing a “close reading” of a text by interpreting in class a section of Lost in Translation.

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http://www.psu.edu/ufs/policies/47-00.html#47-60



Why Jewish Literature?

We’ll first meet in the classroom at 6 p.m. to lay the background for the significance of Jewish literature in literary criticism generally with an examination of the question of language and identity. Then we’ll go to the Morrison Gallery at 7 p.m. for the book discussion.

READING:

Hoffman, Lost in TranslationStavans, “Introduction: Language and Tradition” and “Chronology” in The Oxford Book of Jewish StoriesDauber, “Between Two Worlds”

Questions for Reading:

How is beauty in Hoffman’s view culturally relative?What does it mean for one’s identity to be a master of language (English), but not a native to it?What is Hoffman’s sense of uprooting and alienation?

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What is Jewish Literature?

We’ll review the open discussion of the previous week as a basis to talk about writing “responses” in a discussion thread and leading a book discussion later in the semester. We’ll use the discussion of Hoffman’s work as an entrée into the definition question of Jewish literature, especially in relation to language and culture.

READING:

Ertel and Astro, “A Minority Literature”Gilman, “Jewish History and Bodies in Contemporary Multicultural Literature”Levy, “Is There a Jewish Literature?”Mersand, “Literary Impact of Jewish Literature”Walden, “Parallels Between Chicano and Jewish-American Writing”


What difference does it make whether a definition of Jewish literature is made on the basis of language or culture?What comparisons can be drawn between Jewish literature and other forms of ethnic literature?What is the role of Jewish literature as a multicultural literature?

NO CLASS OCTOBER 2—YOM KIPPUR. (Made up by individual appointments with instructor during office hours.

Sign up sheet will be distributed)

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Meeting 4: October 9

Writing Jewish, Writing America: Bellow in Context

Saul Bellow is usually considered one of America’s great writers of the twentieth century. Often associated with Jewish subjects, he is often used as an example of the modern writer dealing with a birfurcated identity. We’ll talk about the development of the bifurcated identity as an adaptive strategy and the role of literature and imagination in representing the Jew. Then we’ll set the stage for discussion of Mr. Sammler’s Planet the following week with discussion of its Holocaust theme and interracial relations. As an analytical tool, I’ll talk about reading the text for symbolism (e.g., eye, pickpocket, planet).

READING:

Améry, “The Necessity and Impossibility of Being a Jew.”Federman, “The Necessity and Impossibility of Being a Jewish Writer.”Goffman, “Between Guilt and Affluence.”Guttman, “Saul Bellow’s Mr. Sammler”


Is there a secular definition of being Jewish, and writing Jewish literature?What is the controversy over Bellow’s characters created in Mr. Sammler’s Planet compared to his other novels?Is Bellow’s novel about himself or about American (and Jewish) culture?

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Holocaust and Modernity

First we’ll meet in class to talk about the technique of symbolic reading and the genre of Holocaust literature in America. Then we’ll move to the Morrison Gallery at 7 p.m.

READING:

Bellow, Mr. Sammler’s Planet


What is the symbolism of Sammler’s eye?Where is Mr. Sammler’s planet?What is signified in Sammler’s treatment of the pickpocket?

ASSIGNMENT DUE: FIRST RESPONSE

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Orientalism and the “Mizrachi” Tradition

In this class, I’ll discuss the social and historical background of Jews in Islamic countries, often known as “Mizrachi” coming out of the Sephardic religious tradition. Then I’ll discuss a theory that is often used in relation to literature in these areas: Orientalism crafted by Edward Said in a book by the same name published in 1978. I’ll discuss whether Jews fit into this theory, how it has been applied, and whether it can be applied to literature (e.g., Aciman’s Out of Egypt).

I’ll review the responses to Bellow’s novel and also talk about leading a story discussion on November 6 and 13 and distribute a sign-up sheet.

Reading:

Kalmar, Ivan Davidson, and Derek J. Penslar. “Orientalism and the Jews: An Introduction.” In Orientalism and the Jews, ed. Ivan Davidson Kalmar and Derek J. Penslar, xiii-xxxiv. Waltham, MA: Brandeis University Press, 2005.


How are Jews “between” East and West in the theory of Orientalism?How are Jews “colonized” and “colonizers”?How is Orientalism related to Zionism?

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Literature of Exile

We’ll first meet in the classroom to talk about the Aciman’s relation to Said and other “exiled” authors. Then we’ll meet in the Morrison Gallery at 7 p.m.

READING:

Aciman, Out of Egypt


Why are the characters ambivalent about their Jewishness?What is the comparison made to the Book of Exodus (“Out of Egypt”)?What does it mean to have a memory culture (at the end of the book)?How does the Alexandria Jewish community different and similar to Mr. Sammler’s planet and Eva Hoffman’s Old and New worlds.

ASSIGNMENT DUE: SECOND RESPONSE

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Meeting 8: November 6

STORY DISCUSSION (led by students)

READING:

Stavans, Oxford Book of Jewish Stories


STORY DISCUSSION (led by students)

READING:

Stavans, Oxford Book of Jewish Stories

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The Limits of Jewish Literature

We’ll meet first in the classroom where I’ll talk more about doing a literary criticism and the kinds of questions that come up in rhetorical analysis. Then we’ll go to the Morrison Gallery at 7 p.m.

READING:

Scliar, The Centaur in the Garden

Why is this novel included as an example of Jewish literature?What is the symbolism of the centaur?If the novel is allegorical, as Dauber claims, what is the lesson of the allegory?

ASSIGNMENT DUE: THIRD RESPONSE

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THANKSGIVING HOLIDAY, NOVEMBER 22-26


On Jewish and Non-Jewish Jews

We return to the American scene with discussion of the background of Allegra Goodman’s Kaaterskill Falls and the polarization of secular and pietistic Jews in America. I discuss the geographical and cultural context of the Catskills and the rise of a “post-assmiliationist” philosophy in America.READING:

Socolovsky, “Land, Legacy, and Return.”


What is the contemporary dilemma that Goodman addresses in her novel?How does the critic evaluate Goodman’s approach to the dilemma?

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Meeting 12: December 4

Post-Assimilationist Perspectives

First we’ll meet in the classroom and I’ll review the literary criticism assignment due the following week. Then we’ll go to the Morrison Gallery at 7 p.m.

READING:

Goodman, Kaaterskill Falls


Is there a place for a hierarchical tradition-centered, non-assimilationist community in America?If Orthodox Jews in Kaaterskill Falls prize community and traditional observance as values, what do those Jews outside the community see as the basis of their identity?How is tradition and change, especially in regard to gender roles, negotiated by different groups in the novel?

ASSIGNMENT DUE: FOURTH RESPONSE

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Meeting 13: December 11

The Future of Jewish Literature

We’ll review the responses to Goodman’s novel and use her as the youngest of the authors we discuss to discuss the future of Jewish literature. We’ll return to the definitional questions of Jewish literature and ask again about its function in culture.

LITERARY CRITICISM DUE

N.B. Schedule subject to change

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SUMMARY OF LESSONS

No. Date Title Readings & Sources Activity1 9/11 Introduction to Course

Themes of Estrangement and HomecomingThe Jewish Context

ReadingSyllabus

In-class “close reading” of text

2 9/18 Why Jewish Literature? Reading Lost in Translation

Introduction and Chronology in Oxford Book of Jewish Stories

On ANGEL:Dauber

Morrison Gallery Book Talk

3 9/25 What is Jewish Literature? Reading on ANGEL:Ertel and AstroGilmanLevyMersandWalden

See ANGEL guides and rubrics, Lessons Tab, Assignments and Guides Folder

4 10/9 Writing Jewish, Writing America: Bellow in Context

Reading on ANGEL:Amery, Federman, Goffman, Guttman

Sign up for individual appointments

5 10/16 Holocaust and Modernity Reading Mr. Sammler’s Planet

Morrison Gallery Book TalkFIRST RESPONSE

6 10/23 Orientalism and the Mizrachi Tradition

ReadingKalmar & Penslar

Sign up for Story Discussion times

7 10/30 Literature of Exile Reading Out of Egypt

Morrison Gallery Book TalkSECOND RESPONSE

8 11/6 Story Discussion I ReadingOxford Book of Jewish Stories

STORY DISCUSSION

9 11/13 Story Discussion II ReadingOxford Book of Jewish Stories

STORY DISCUSSION

10 11/20 The Limits of Jewish Literature ReadingThe Last Centaur

Morrison Gallery Book TalkTHIRD RESPONSE

11 11/27 On Jewish and Non-Jewish Jews ReadingSocolovsky

View Responses

12 12/4 Post-Assimilationist Perspectives ReadingKaaterskill Falls

Morrison Gallery Book TalkFOURTH RESPONSE DUE

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13 12/11 The Future of Jewish Literature LITERARY CRITICISM

POLICY STATEMENTS: ACADEMIC FREEDOM, ACADEMIC INTEGRITY, ATTENDANCE, CONFIDENTIALITY, DISABILITY SERVICES, WEATHER

Academic Freedom

According to Penn State policy HR64, “The faculty member is expected to train students to think for themselves, and to provide them access to those materials which they need if they are to think intelligently. Hence, in giving instruction upon controversial matters the faculty member is expected to be of a fair and judicial mind, and to set forth justly, without supersession or innuendo, the divergent opinions of other investigators.” See http://guru.psu.edu/policies/OHR/hr64.html

Academic Integrity

According to Penn State policy 49-20, Academic integrity is the pursuit of scholarly activity free from fraud and deception and is an education objective of this institution. Academic dishonesty includes, but is not limited to, cheating, plagiarizing, fabricating of information or citations, facilitating acts of academic dishonesty by others, having unauthorized possession of examinations, submitting work of another person or work previously used without informing the instructor, or tampering with the academic work of other students. The instructor can fail a student for major infractions. For more information, see http://www.psu.edu/dept/ufs/policies/47-00.html#49-20.

Attendance

Although an on-line course does not meet in a classroom at a set time, attendance policies stated in 42-27 apply. On-line students are expected to complete every lesson in the course and are held responsible for all work covered in the course. A student whose irregular attendance causes him or her, in the judgment of the instructor, to become deficient scholastically, may run the risk of receiving a failing grade or receiving a lower grade than the student might have secured had the student been in regular attendance. Participation by students in the course should not be disruptive or offensive to other class members. See http://www.psu.edu/ufs/policies/42-00.html#42-27

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http://www.psu.edu/ufs/policies/42-00.html#42-27

http://guru.psu.edu/policies/OHR/hr64.html


Confidentiality The rights of students to confidentiality is of concern to your instructor and to the University. According to Penn State policy AD-11, “The Pennsylvania State University collects and retains data and information about students for designated periods of time for the expressed purpose of facilitating the student's educational development. The University recognizes the privacy rights of individuals in exerting control over what information about themselves may be disclosed and, at the same time, attempts to balance that right with the institution's need for information relevant to the fulfillment of its educational missions. Student educational records are defined as records, files, documents, and other materials that contain information directly related to a student and are maintained by The Pennsylvania State University or by a person acting for the University pursuant to University, college, campus, or departmental policy. Exclusions include:

Notes of a professor concerning a student and intended for the professor's own use are not subject to inspection, disclosure, and challenge.”

For more information, see http://guru.psu.edu/policies/Ad11.html.

Disability Services and Accessibility

Any student who cannot complete requirements of the class because of physical disabilities should make circumstances known to the instructor. In cases where documentation of disability is available, alternative ways to fulfill requirements will be made. For more information, see Penn State’s disability services handbook at http://www.hbg.psu.edu/studaf/disability/dshandbook.htm.

Weather and Cancellations

Students can find out about campus closing or delay of the start of classes through regional media. Outlets in Central Pennsylvania include WHP-TV 21, WLYH-TV 15, WTMP-TV (Fox 43), WHTM-TV 27, WGAL-TV 8, and campus closings or delays are also posted on their websites. In addition, the college will make its announcement in the following ways:

1. The college's web page will carry a message regarding the status of classes.

2. The university's email system will also be used to notify email subscribers about the weather emergency.

3. Messages will be placed on the 948-6000 and 948-6029 numbers. If the technical arrangements can be made, each of these numbers will be programmed to allow simultaneous and multiple access for external callers.

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http://www.hbg.psu.edu/studaf/disability/dshandbook.htm

http://guru.psu.edu/policies/Ad11.html


For Penn State Harrisburg’s inclement weather policy, see http://www.hbg.psu.edu/hbg/weather.html.

If I have to cancel class because of illness or an unforeseen problem, I will make every effort to notify students by email through the ANGEL website. If you do not use your Penn State account for email, be sure to arrange forwarding of Penn State mail to the account you use (see www.work.psu.edu) so that you get messages from me.

Thank you for taking the course,

Simon Bronner

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http://www.work.psu.edu/

Documents

Pennsylvania State University 110 jewish lit.doc · Web viewJewish literature, students will discover, is a window to thinking about general issues of ethnicity, modernity, identity,