| |
Introduction: The last few decades have seen enormous contention and upheaval in the field of English Studies. Various social, cultural and philosophical movements have provoked the discipline of literary study to become much more self-conscious, particularly with regard to some things it used to pretend it never had: ideology and politics. This self-scrutinizing led not just to radical debates over parochial matters like the boundaries of the literary object (What is Literature-Capital-L and who deems it so?), the contours of the canon (Why aren’t the works of so-and-so considered Literature?), and the nature of authority and interpretation (What happens when writers write and readers read?); it has also prompted English to borrow freely from the fields of philosophy, psychoanalysis, linguistics, history, sociology, political science, and various types of cultural studies—and such “external” influences have greatly altered our understanding of what’s at stake in the study of literature. In particular, they’ve led us to see literary and cultural production as important means by which our selves and our world are mediated and “constructed.” In the wake of the Age of Theory in English Studies, then, one pressing question has to do with political agency: how can we “act” if we’re ultimately contingent products of the myriad cultural narratives and other social forces that traverse us?
Course goals: As we wrestle with problems of language, interpretation, representation, authority, and agency, we’ll attempt to situate various theoretical approaches to these matters in relation to one another and to history. We’ll occasionally pause to look at some literary texts that introduce theoretical puzzles or de-center the traditionally Euro-American bent of critical theory. With any luck, we’ll emerge with a better understanding of the vexed relationship among literature, theory, and ideology and a new awareness of the “post-theory” contours of academic and cultural politics. In fifteen weeks, we’ll only be able to glimpse a few features of several of the schools of thought responsible for all the changes that I mentioned above—and for better or worse, we’ll be neglecting entirely most of the older brands of theorizing about literature and criticism. Much of what we’ll read is very difficult but not impenetrable. If you can recover from the headiness of any of it long enough to begin to see why it might be important, how it might help you think better (or differently), or why you might want to read more of it in the future, you’ll have accomplished a good deal.
Requirements: Though I’ll often resort to monologue, it’s not my favorite pedagogical technique, and I hope we can often pattern our class after the seminar model, where the object is not to receive The Word from the mouth of an Authority, but to teach one another, to produce a kind of collective knowledge, by working through texts together. You shouldn’t feel as though you’re under continual pressure to demonstrate your brilliance and eloquence, but you should diligently hold up your end of the conversation. That is, you’ll need to (1) do all the assigned reading, carefully and on time, (2) think about—and write down—your responses to the things you read, asking yourself questions that will help you form and develop ideas about them, and (3) help start class discussions and keep them going by airing your ideas, your problems and your questions along with everyone else. It ought to go without saying that to contribute to a good discussion (and to get anything out of one), you’ve got to be here. So don’t skip excessively; we’ll miss you and your grade will suffer. I won’t ask questions if you have to disappear two or three times, though I always appreciate a courtesy call or e-mail in advance. Here are the principal requirements (and their value as a percentage of your course grade):
- Class participation and reading “memoranda.” Between Weeks 2 and 13, you’ll have twelve opportunities to write eight (8) electronic memos addressing some particular problem(s) or interest(s) that you’ve encountered in that week’s reading. Typically your memo can be exploratory rather than conclusive, raising questions rather than settling them. You may submit a fragmentary free-association or a polished essay or anything in between; still, it should have a point and a shape, and it should take the form of sentences and paragraphs. At the tail end of your memo, you might try to sum up, reiterate or foreground for your readers the one topic, problem or question regarding the week’s reading you would most like to see taken up in class conversation. (~40%. N.B.: missing more than 4 classes over the course of the semester may diminish this portion of your grade.)
Procedures: a memo concerned with a given week’s text(s) must be posted to the corresponding Moodle discussion forum (accessible from the class homepage) by 8:00 p.m. on Sunday—i.e., the day before we begin to take up those texts in class—so that you have a fighting chance of digesting (or at least tasting) other folks’ memos before you see them in person the next day. Unless there’s been a campus network failure or a documented problem with your Internet provider or computer lab, I won’t normally accept late work.
Each memo should run at least 400-500 words. Since this requirement is aimed first and foremost at getting you to discipline yourself, without undue pressure or judgment, into thinking out loud about difficult writing, I will normally merely count words unless you specifically ask me (by e-mail) to respond to you personally. The minimum weekly requirement is good for something in the “C” range; 600-750 words will earn a B; 800-1000 words an A. If your memo is slapdash or perfunctory or un(der)developed; if it shows little or no critical engagement with the text(s); if it contents itself with glib, easy answers to the issues and questions it raises (or if it doesn’t really even raise any compelling issues or questions); if it limits its focus suspiciously to one tiny section of the assigned reading—those are all reasons you might earn less than full credit. Conversely, I’ll bump you up ⅓ of a grade if, in addition to your own memo, you post a meaningful follow-up of at least 100 words to someone else’s memo later in the week. And please use these forums to continue talking about anything related to our course during the 165 hours of the week when our class does not meet.
One caution: I recommend composing and saving your memos in something like Microsoft Word, then copying and pasting your text into a discussion forum window later on. That way you’ll minimize the danger of losing your work (in case of a “time-out,” an electrical blackout or general funkiness in the computer labs, say) and you can also print out a hard copy to refer to in class. (Be aware, though, that paragraph breaks, italics, underlining, etc., all require special formatting in the discussion forum.)
This is essential work. The idea is to use writing to begin making sense of challenging material (and of your reactions to it). As painful as writing can be, I don’t know of any better way of giving shape and direction to your thinking, of formulating productive questions, and of working out intellectual problems. Moreover, this exercise will not only give you something to say in class, it’ll provide you with raw material—possibly even rough drafts—for the other two major written assignments, viz.:
- A midterm essay. Five to seven typed, double-spaced pages (10- or 12-point font, one-inch margins) on a topic of your choosing, ideally one which grows naturally out of the questions and concerns you’ll have been working out in your reading memos over the first five weeks or so. You should aim to synthesize some of the material you’ve studied over the preceding weeks as it relates to some particular aspect of the discipline of literary study, its constitutive elements, and/or its broader contexts. Meet with me to begin discussing your plans, however tentative, sometime during the 5th or 6th week of the semester. Due no later than 4:50 on Thursday, October 7th. (~20%)
- A final essay on J. M. Coetzee’s novel Foe and its relation to one or more issues in contemporary theory. I’ll distribute (slightly) more thorough specifications later in the semester. Due at any time during the final three weeks of the course. (~25%)
- And a final project: a series of readings, discussions and assignments designed to give us more intensive—or at least more extensive—exposure to more recent developments in some area of contemporary theory. Details to be determined collaboratively later in the semester. May be graded on a Credit/No-Credit basis (~15%)
Required Texts: There are two books you should pick up at the University Bookstore or anywhere else you can find them:
- Terry Eagleton, Literary Theory: An Introduction, 3d (“Anniversary”) ed. (Minnesota)
- J. M. Coetzee, Foe (Penguin)
If, like me, you can’t resist a good reference book, then you may also want to purchase David Macey’s Penguin Dictionary of Critical Theory: it’s an excellent volume that provides lucid thumbnail sketches of the concepts and thinkers we’ll be dealing with in this class. It’s available online or through special order at your favorite local bookstore.
I’ve collected the rest of our required reading into an online Course Reader consisting largely of influential theoretical essays. Because of the increasingly restrictive interpretation of the “fair use” provision of U.S. copyright law, I’ve made this Reader available through controlled access online, via our class web page (not Moodle or ONCORES). (E-mail me if you've lost or mislaid the username & password from the print copy of your syllabus.) This is an imperfect solution, but you’ll have to muddle through. One professor alone can’t change capitalism.
Communication: I may occasionally send official communiqués (reading or study questions, schedule changes, afterthoughts or announcements I forgot to make in class, etc.) via the course “Updates” page, which you should probably get in the habit of monitoring regularly. I will make every effort to post any updates by 8:00 p.m. Mondays and Wednesdays. Information on the Updates page always trumps the syllabus. If you have something for general distribution, feel free to send it to me, and I’ll post it there.
Disabilities: Please let me know of any documented disabilities and recommended accommodations that would promote your success in this class.
Plagiarism: I take academic dishonesty very seriously. Passing off part or all of someone else’s words or ideas as your own will result—at the very least—in a failing grade for the course. The university definition of and policies regarding academic dishonesty can be found in the HSU catalog. Please be aware that plagiarism and other forms of dishonesty can result in expulsion from the University.
Grades: I try to go by the book, which was written in the days before rampant grade inflation. “C” gets attached to work that is standard and normal—it’s nothing to be ashamed of, and it meets basic requirements in every way. “B” work goes (qualitatively) beyond mere course expectations, while “A” is reserved for truly stunning and exceptional stuff. “D” is substandard but worthy of credit. You must complete all course requirements to receive a passing grade. And I don’t expect to give any Incompletes.
I’ll read and respond to anything you ask me to, and I’ll grade all your formal work. You’re always welcome to come see me at any point in the term to discuss your progress, prospects, enthusiasms or anxieties. If you’re getting behind in the class, feeling like you’re not “getting” something, or just having an unspecified problem either mild or severe, don’t sit around fretting and cowering: come and talk to me without delay.
CALENDAR
(In the spirit of radical contingency, the class schedule, deadlines, and reading assignments are subject to drastic change!)
Note: since you’re expected to post reading memos no later than Sunday evening, you’ll need to pace yourself so that can have the next week’s reading done by, say, Saturday night. Most of this is not the kind of stuff you can consider having “read” simply by virtue of having passed your eyes over it; you’ll need to read and re-read actively, with a pen in hand and a notebook by your side. Allow plenty of time, and try to do it when your mind is fresh.
Week 1: Intro: What’s Lit? Theory & the Crisis of Modernity
Jan. 19 Peter Barry (handout)
Week 2: English Rears Its Head: the Desire for Discipline
Jan. 24 Eagleton Prefaces (vii-xii) and Chapter 1 (“The Rise of English,” pp. 15-46—not the “Introduction”)
Jan. 26 Foucault, excerpts from“The Means of Correct Training” and “The Carceral”
Joseph Rouse, from “Power/Knowledge” (recommended)
Eldridge, jargony excerpt from a dusty old, unpublished draft essay (recommended)
Week 3: What Are We Reading When We’re Reading Lit? (Determining Literary Language: Formalism and After)
Jan. 31 Eagleton “Introduction: What Is Literature?” (1-14)
Selden & Widdowson, “Russian Formalism” 27-36 (recommended), 36-42 (required)
Schklovsky, “Art as Technique” (recommended)
Saussure, “Nature of the Linguistic Sign” (with Peter Barry’s introduction)
Feb. 2 Barthes, “From Work to Text”
Week 4: Interpretation: Who Makes Meaning—and From What?
Feb. 7/9 Eagleton Chapter 2 (47-78) and Chapter 3 (97-109 only)
Selden & Widdowson on Jauss and Iser (recommended)
Iser, “Indeterminacy and the Reader’s Response”
Fish, “Interpreting the Variorum” and “How to Recognize a Poem When You See One”
Week 5: Semiotics, Structuralism, and Beyond: The Death of “Authority”
Feb. 14 Eagleton Chapter 3 (79-102 only)
Barthes, “The Death of the Author”
Foucault, “What Is an Author?”
Feb. 16 Carter, excerpts from The Education of Little Tree
Meet with me sometime this week to discuss plans for your midterm paper.
Week 6: Freud and After: Problems in Modern Subjectivity
Feb. 21/23 Eagleton Chapter 5 (131-151 required, 151-68 recommended)
Freud, miscellaneous excerpts (recommended)
Lacan, “The Mirror Stage”
Fanon, excerpts from Black Skin, White Masks
Ferré, “The Youngest Doll” (recommended)
Week 7: Interlude (Umm—OK, Dr. Freud: about that “women are the dark continent” business…)
Feb. 28 Ferré, “The Youngest Doll” (from Week 6—required this time).
Mar. 2 Class cancelled—but midterm paper due by 4:50.
Week 8: The Trouble with Representation: Post-Structuralism Deconstructs the “Grands Récits”
Mar. 7 & 9 Eagleton Chapter 4 (110-130)
Derrida: “Structure, Sign and Play in the Discourse of the Human Sciences” (plus Selden & Widdowson’s introduction)
Spivak, et al., “The Post-Modern Condition: The End of Politics?”
Week 9: Cult Studs I: Class and Capitalism
Mar. 21 Eagleton Conclusion (169-189)
Marx, from The German Ideology and The Critique of Political Economy (recommended) (plus Selden & Widdowson’s introduction)
Eagleton, from Marxism and Literary Criticism and/or Kavanaugh, “Ideology”
Jameson, from The Political Unconscious (recommended)
Mar. 23 Klein, from No Logo
Frank, from The Conquest of Cool
Week 10: Cult Studs II: Gender and Sexuality
Mar. 28 Eagleton Afterword (190-208)
Showalter, “Feminism and Literature”
hooks, “Marginality as a Site of Resistance”
Mar. 30 Foucault, from The History of Sexuality
Sedgwick, excerpts from Between Men and Epistemology of the Closet
Butler, excerpts from Gender Trouble
Weeks 11 & 12: Cult Studs III: Race and Empire
Apr. 4/6 Gates, “Writing ‘Race’ and the Difference It Makes”
Carby, “Race in the Academy”
Abel, “Black Writing, White Reading: Race and the Politics of Feminist Interpretation”
Christian, “The Race for Theory” (highly recommended)
Apr. 11/13 Said, excerpts from Orientialism and Culture and Imperialism
Landry and MacLean, from “Introduction: Reading Spivak” (recommended)
Spivak, from “Can the Subaltern Speak?,” “Questions of Multi-Culturalism,” and “Subaltern Talk”
Suleri, “Woman Skin Deep: Feminism and the Postcolonial Condition”
Week 13: Interpretation in a New World Order: Can “Third World” Lit Speak Theory?
Apr. 18/20 Coetzee, Foe (plus recommended reserve readings)
Weeks 14-15: A potpourri of readings and activities; detailed ingredients to be determined consensually by all the cooks in the kitchen.
N.B.: There will be no final exam in this class, but we may well meet during our designated exam period (Friday, May 13th, 10:20-11:50) for catch-up, evaluations, retrospective stock-taking, last words and tearful goodbyes.
Addendum: Other Course Policies and General Information
Some of the following information I’m required by the University (whose obedient servant I am) to include. Some, I provide out of more than a mere sense of obligation; I actually believe in it. Much else originates purely with me rather than my employer, and I’m fairly fervent about it. (Come talk to me during office hours and I’ll tell you which is which, if you can’t tell already.) In any event, you’re responsible for familiarizing yourself with all of it.
Course meeting time and place (Spring 2011)
Monday and Wednesday, 10:00-11:50 a.m., Founders Hall 208
HSU Catalog description
"Intensive study of specialized issues in literary and cultural theory. Ex: Black Feminist Thought, Postcolonialism and After, 'Queering' Race and
Gender, Politics and Poststructuralism, The Problem of Aesthetics" [Prereq: ENGL 320]."
Course mode and format
This course is classified by the university as a "lecture-discussion" course.
English Department Learning Outcomes
Stay tuned.
This course is also meant to contribute to your acquisition of skills and knowledge relevant to several of HSU’s 7 overall Learning Outcomes, according to which HSU graduates will be able to demonstrate:
1. Effective communication through written and oral modes. This course uses class discussion and requires written responses of different lengths and types.
2. Critical and creative thinking skills in acquiring a broad base of knowledge and applying it to complex issues; and. 3. Competence in a major area of study. Students in this course should learn some of the concepts, vocabulary, and practices typical of the discipline of literary study and of critical theory. They should be able to use and draw upon this knowledge in discussion, on exams, and in their written work.
4. Appreciation for and understanding of an expanded world perspective by engaging respectfully with a diverse range of individuals, communities, and viewpoints. Students will read texts by writers and theorists from diverse and sometimes underrepresented groups, and they will sometimes be asked to discuss and write about those texts in relation to the political and ideological implications of their production and consumption, often with respect to such issues as class, race, ethnicity, gender, and sexuality.
6. Responsibility for lifelong learning. Students will begin to learn how to read and think critically about liteary and other cultural texts, and how to make cultural and aesthetic choices for their individual enrichment and their social responsibilities.
7. A commitment to social justice, environmental responsibility, and economic improvement in the workplace and the community. Texts in this course often take up issues connected with such themes. Modern English Studies strongly emphasizes an understanding of the historical and social contexts and the ideological underpinnings of many different kinds of texts.
Hours outside of class required for course preparation
"In general, it is expected that the successful student will spend two hours of preparation per week for each unit earned" (Humboldt State University Catalog 2010-2011 p. 56). For a 4-unit course, this means you will need to devote at least 8 hours per week to this course outside of class. This is the recommended minimum. Spending 8 hours per week does not guarantee a passing grade, however, nor does it guarantee any particular letter grade.
Campus resources that may increase your academic success
Academic (dis)honesty
All members of an academic community are responsible for supporting intellectual freedom and openness through rigorous personal standards of honesty and fairness. Plagiarism and other forms of academic dishonesty undermine the very purpose of the university and diminish the value of an education. All cases of academic dishonesty, including plagiarism and cheating, will be handled in accordance with University policy. Students are responsible for knowing HSU policy regarding academic honesty. These guidelines, along with sanctions for violations, can be reviewed at http://www.humboldt.edu/studentrights/academic_honesty.php
Plagiarism
The Oxford English Dictionary defines “plagiarize” as “to take and use as one’s own the thoughts, writings, or ideas of another,” to represent someone else’s words or ideas as your own. The general rule is that if you incorporate any information (e.g., analysis, opinions, interpretations, or facts that are not common knowledge), into your papers, examinations, discussion forum posts, presentations, and so on, you must honestly and accurately credit and document the sources of those words and ideas. This includes not only books and other printed materials, but also formal lectures and interviews, as well as information of any kind posted on the Internet—regardless of whether that information is attributed to an identifiable author or authors. Submitting any part of a borrowed, stolen, or purchased paper to fulfill all or part of an assignment also constitutes plagiarism—never mind that it’s desperate and pathetic.
Professors have a finely tuned “ear” for prose that their students probably aren’t capable of producing. Even a close paraphrase of someone else’s words—borrowing the sentence or paragraph structure while making small changes in wording or phrasing—can be construed as plagiarism, especially if you have not properly attributed the source. And while the Web has made it much easier to buy or steal work produced by someone else (never mind that the Web rarely observes the same standards of punctiliousness that the academy does), it’s also made such fraud much easier to spot, thanks to plagiarism-detection websites and ever-improving search engines.
The university definition of and policies regarding plagiarism and other types of academic dishonesty can be found online and in the HSU catalog; it's your responsibility to know these policies and to ask questions if you don't understand them. If you are unsure what counts as plagiarism, play it safe and consult with me (preferably before turning in an assignment!), as ignorance of the policy is not an acceptable excuse for failure to comply with the guidelines. If you plagiarize in my course, you will automatically fail the assignment and, in most cases, the course. Additionally, I will notify the Office of the Vice President for Student Affairs. Consequently, you may be subject to further University disciplinary action, such as special counseling, dismissal from certain programs and organizations, and academic probation, suspension, oreven expulsion. If you are having difficulty completing an assignment on time and through honest means, please come talk to me before resorting to plagiarism. For a free on-line tutorial about what plagiarism is and how to avoid it, consult one or all of the following resources:
Sexual harassment
Sexual harassment, both between students, or between a student and a faculty member, is illegal and will not be tolerated in the classroom or outside of class. HSU defines sexual harassment as “unwelcome conduct of a sexual nature,” which may be blatant or subtle. For a detailed description of and HSU’s complete policy on sexual harassment, see
http://www.humboldt.edu/studentrights/sex_assult.php
Accommodations for students with disabilities or special needs
Please let me know without delay if you have special needs and are (or think you may be) eligible for disability-related accommodation, so that we can discuss any and all available aids and measures that would facilitate your success in this class. Our campus Student Disability Resource Center (SDRC) can assist you with determining eligibility for accommodations and obtaining necessary resources to meet your needs. The SDRC is located in House 71, on the north end of Library Circle, directly across from the HSU library. It can be reached by calling (707) 826-4678 (voice) or (707) 826-5392 (TDD) or by emailing the director, Kevin O’Brien at kjo2@humboldt.edu. For more information, go to http://www.humboldt.edu/disability/. Please be aware that some accommodations may take up to several weeks to arrange.
Disruptive Behavior
According to HSU policy, “any student who has neglected the work of the course or is disruptive to the educational process may be excluded from a course. . . . Disruptive student behavior in the classroom is defined as behavior which interrupts, obstructs, or inhibits the teaching and learning process. The faculty member determines what is disruptive and has a duty to terminate it. Disruptive behavior may take many forms: persistent questioning, incoherent comments, verbal attacks, unrecognized speaking out, incessant arguing, intimidating shouting, and inappropriate gestures. . . . Faculty also have the authority and responsibility to establish rules to maintain order, and to eject students from the course temporarily for violation of the rules or misconduct.” Students are responsible for knowing policy regarding attendance and disruptive behavior. For more information, click on the link below:
http://www.humboldt.edu/studentrights/attendance_behavior.php
Under the related category of rude and discourteous behavior, I would add such old standbys as inattentiveness, attending to personal grooming, and reading the newspaper--as well as newer forms of electronic rudeness like e-mailing, texting, Tweeting, web surfing, and Facebooking. Please take care of all that on your own time, not class time.
Add/Drop policy
Students are responsible for knowing University policy, procedures, and schedules for dropping or adding classes. For more information see:
http://sorrel.humboldt.edu/registrar/students/regulations/schedadjust.html
To sum up
In the end, I’m asking you only to be reasonably disciplined and responsible in your approach to this course. Please consider any and all obligations you have in addition to your course load. I strongly advise you not to commit to more than you can realistically accomplish in the next fifteen weeks (you’re working 30 hours a week? and you’re on the volleyball team? and you’re the choreographer for an upcoming production of The Sound of Music? and you’re carrying 20 units?—what are you, crazy?), but if you do, please recognize that you set your own priorities, and that I can’t and won’t cut private deals with you based on your individual circumstances—particularly when those circumstances are of your own making. (Medical emergencies that turn ugly and/or lengthy are a different kettle of fish; in such instances, I may be open to making special accommodations. But let's hope such situations don't arise for anyone in our midst!)
Safety information and emergency evacuation
Please review the evacuation plan for the classroom (posted on the orange signs) and review Campus Emergency Preparedness procedures by following the link below:
http://www.humboldt.edu/emergencymgmtprogram/campus_emergency_preparedness.php
Information on campus closures and emergency information can be found at: 826-INFO (4636) or http://www.humboldt.edu/humboldt/emergency. Try to avoid calling University Police for campus status information.
Exits, rally points, and EAP’s
- In each classroom or lab, identify the exit(s). Take note of alternate exits including doors and windows.
- Faculty and students must know how to get to the class “Rally Point” immediately outside the building. This is usually a commonly known outdoor landmark such as a specific walkway, staircase, fountain, or planter. Gather and count heads. For this course we will gather outside the Natural Resources Building as our rallying point.
- Emergency Assembly Points (EAP’s) are for gathering people when our buildings aren’t safe to occupy (e.g. a following a major earthquake). Each class should head there to organize themselves. Police arrival at EAP’s will be delayed. For this course we will gather at the Lower Playfield, outside and across 17th Street from the Natural Resources Building.
What to do for the “Big Three”
- Earthquake: Duck, cover, and hold until the shaking stops. After shaking stops, head to Rally Point.
- Fire Alarm: Evacuate whether there is smoke and/or fire or not. Head to Rally Point.
- Gunshots/Criminal Activity: If at all possible, get out and get away. Don’t linger at Rally Point. If you absolutely can’t get out, lock the door and shelter in place.
Power outage procedures
- When electrical power is first interrupted, individual faculty members are responsible for deciding on a class-by-class basis, if the class should continue, be relocated, or be canceled. I will tell you in class or, if class has not yet begun, post outside the classroom what to do in the event of a power outage.
- If the power outage appears likely to continue for several hours or longer, campus-wide information about continuing/suspending classes will be disseminated from the President through deans, departments, and chairs. Call this number for recorded information: 826-4636.
Students must get themselves prepared
- The North Coast is prone to earthquakes, severe weather, road slides, and utility interruptions. The campus cannot feed/shelter all of our students.
- Every student must store sealed bottled water, non-perishable food, flashlight, and a battery-operated radio. More information is available at www.prepare.org.
- Interested students may seek specialized training from the American Red Cross and/or by applying to Humboldt’s Campus Emergency Response Team (CERT).
Learn North Coast safety risks
- River safety: Take river safety training. Study the river with an experienced friend. Watch for “sweeper” branches that can hold you under water. Stay sober.
- Coastal safety: Keep an eye on the ocean and for “sneaker” waves that may be 2-3 times larger than the surf pattern. Sneaker waves pull victims out to sea every year. Hypothermia and powerful currents are deadly threats. If the water draws down low or you hear a loud roar, head to higher ground immediately.
- Earthquake: duck, cover, and hold on during strong shaking. After shaking stops, evacuate.
- Tsunami: If you are at the beach and feel strong shaking, head to higher ground immediately. If you hear that a warning is in effect, evacuate ONLY if you are in a coastal zone (the HSU main campus is not in a coastal zone).
|