MSCR1300: Television: Text and Context (Summer II 2014, CRN: 60892)

Class: MTWR 11:40am-1:20pm, Ryder Hall 277

Instructor: Dr. Drew Ayers Office: 126 Holmes
Email: d.ayers@neu.edu Office Hours: TR 1:30pm-3:30pm
Phone: (617) 373-6179 By Appointment
Website: www.drewayers.com

N.B.
1) Blackboard will reflect updates to the course, changes in the syllabus, assignments, etc.
Be sure to check it regularly. The course syllabus provides a general plan for the course;
deviations may be necessary.
2) Your constructive assessment of this course plays an indispensable role in shaping
education at Northeastern University. Upon completing the course, please take the time to
fill out the TRACE evaluation.

Course Description
This course introduces students to critical television studies, and it explores television from six
critical perspectives: as a commercial industry, as a democratic institution, as a textual form, as a
site of cultural representation, as a part of everyday life, and as a technological medium. The
course incorporates a variety of screenings and readings in order to address the multiplicity of
contemporary and historical television programming and criticism. Special attention is paid to
critical writing about television, and this course develops the critical thinking and writing skills
needed for academic television criticism, including the specialized concepts and vocabulary
required for scholarly writing about television.

Course Objectives
By the end of the course, students will be able to:
! Define terms/concepts fundamental to television studies
! Employ these terms/concepts in academic writing, class discussion, and class
presentations
! Write analytical/critical essays that show understanding of, engagement with, and
thoughtful use of television studies vocabulary and concepts
! Conduct research specific to television studies
The critical, argumentative, and written skills gained in this course are those required for upper-
level courses as well as for other critical engagements with the world.

Required Texts
1) Jason Mittell, Television and American Culture (New York: Oxford University Press,
2010).
2) Readings on Blackboard
3) Course screenings

Screenings
Screenings will be held during class time as indicated in the daily schedule. Students are
expected to attend all screenings, and absences from screenings will count against the
2
attendance/participation grade. If a student cannot attend a screening, s/he must conduct the
screening on his/her own time. Some materials are available through the library, and most
materials are available through online rental and streaming services such as Netflix, Amazon,
and iTunes.

Attendance and Participation
Attendance for this course is mandatory. My approach to this class will integrate lectures, class
discussions, student presentations, and various exercises and activities in order to explore the
principles discussed in the readings and lecturesyou cant participate if youre not there.
Attendance will be taken during the first fifteen minutes of each class by using a sign-in sheet. If
a student arrives to class after the first fifteen minutes, s/he will be counted as tardy. Each tardy
counts as one-half of an absence.

Each student will have three personal days during the semester to cover absences from class.
These days may be used for any reason you choose and should include time out for illness,
emergencies, religious holidays, travel, and family obligations. For each absence after the initial
three, the overall attendance grade will be lowered by a full letter grade. If a student has an
ongoing situation that requires special consideration, please discuss this with me at the beginning
of the semester.

Group discussion of course material will comprise a large portion of our in-class activity. It is
essential that students have carefully read the assigned material prior to class in order to fulfill
their responsibilities as a member of our learning community. Further, students are expected to
participate actively in class discussion. Attendance/Participation comprises 10% of the final
grade, and the participation grade will be based on both the frequency and quality of a students
participation. The default participation grade for the class is a D, so even if you have perfect
attendance, if you rarely contribute to class discussions, your grade will be negatively affected.
Everyone is expected to participate in class discussions.

A Note About Laptops and Technology
As a media scholar, I acknowledge the ubiquity and utility of (new) media technologies. Laptops
and other communication technologies can serve as useful educational and professional tools,
provided they are used effectively and responsibly. However, it is often the case that
technologies become distractions rather than learning aids. I leave it to you to decide how best to
utilize your technology, but I have consistently found that students who are distracted during
class tend to earn lower grades than those who engage with the lectures and discussions. Also
keep in mind that if youre emailing friends and chatting on Facebook, youre not participating,
and your participation grade will suffer. Think of your time in the classroom as an opportunity to
unplug and devote complete focus to a subject. If youre going to email and Tweet the entire
class, consider staying home.

I also expect laptops to be closed during class screenings. If you want to take notes, please do so
in an analog fashion, with paper and pencil.



3
Late Assignment Policy
If an assignment is turned in late, one full letter grade will be deducted for each day the
assignment is late. If a student is unable to submit the assignment on the day it is due, s/he must
contact me prior to the class and make alternative arrangements. Assignments must be uploaded
to Blackboard by class time on the day they are due (11:40am). Assignments uploaded after
11:40am will automatically be marked as late. When assignments are due, expect the
unexpected. Assume that one (or perhaps all) of the following will happen on exam dates and
assignment due dates:
! Your internet connection suddenly stops working
! Blackboard crashes or experiences some other kind of technical difficulty
! Your computer crashes and all your data is lost
! Your car will not run, your T line is undergoing maintenance, busses will skip your stop,
and all of your friends will be out of town
Please take whatever steps are necessary to prevent these events from affecting the timely
submission of assignments and exams.

Additional Sources of Academic Support
The University offers a range of support services for students. Among the resources available
are:
The Writing Center (http://www.northeastern.edu/english/writing-center/)Provides
advice and tutoring in composition
Office of Academic & Student Support Services (http://www.cps.neu.edu/student-
resources/oasss.php)Offers a variety of services, including tutoring, career counseling,
and support groups
MyNEU Academic Guide (http://www.advising.neu.edu/)

Policy for Make-Up Exams
Unless we have discussed rescheduling an exam before the exam date, exams may only be made-
up in instances of extreme hardship. I will require documentation verifying the hardship, and the
option to complete a make-up exam is at my discretion.

Special Accommodations
Students who wish to request accommodation for a disability may do so by registering with the
Disability Resource Center (http://www.northeastern.edu/drc/). Students may only be
accommodated upon issuance by the DRC of a signed accommodation plan and are responsible
for providing a copy of that plan to instructors of all classes in which accommodations are
sought.

Assignments
There are three primary assignments for the semester. We will talk about each in more detail as
the due dates approach.
1) Television Journals: Over the course of the semester, students will complete three
television journals. Each journal consists of three entries, and each entry should be 300-
400 words. See pages 10-11 of this syllabus for more details.
2) On-Going Group Project: During the first two weeks of class, students will break into
groups of 2-4 students. Each group will choose one network or channel to analyze
4
throughout the semester. Using the blog feature of Blackboard, students will post
analyses of the channel/networks programming, marketing, aesthetic, and online
strategies. Students will also present their findings to the class in 10-15-minute
presentations. See page 12 of this syllabus for more details.
3) Final Paper Project: Students will write a 5-7 page paper on a topic and film of their
choice. This project will include a proposal, an in-class presentation/workshop, and the
final product. See page 13 of this syllabus for more details.

All materials must be submitted to Blackboard by the beginning of the class for which they are
due (11:40am), and papers should be typed in 12-point Times New Roman, 1-inch margins on
all sides, and double-spaced. Each page should also include your last name and the page number
in the upper right-hand corner. The upper left-hand corner of the first page should include your
name, my name, the course name, and the date of submission. Use Chicago or MLA format for
your citations and works cited page.

Grading
Television Journals (10% Each): 30%
On-Going Group Project (4x5% Blog Posts): 20%
Final Paper Project: 40%
Attendance/Participation: 10%

Grading Breakdown
B+ 87-89% C+ 77-79% D+ 67-69%
A 94-100% B 84-86% C 74-76% D 64-66% F Below 60%
A- 90-93% B- 80-83% C- 70-73% D- 60-63%

Grading Criteria
" A indicates truly outstanding work that shows a command of concepts and theories,
presenting them in a well-argued and logically structured manner. The work doesnt
merely address the questions through a repetition of course material and lectures. It
provides fresh, creative, and original perspectives with a unique voice, offering
connections between the topic and broader issues and contexts. Superior research skills
are demonstrated with relevant citations and quotations advancing the argument. The
work is error-free in spelling and grammatical errors. A work significantly surpasses
the expectations of the assignment.
" B indicates above-average work that clearly achieves the goals of the assignment. The
work provides smart and solid analyses that I would expect any diligent student to be able
to produce. These assignments take on the questions directly, citing specific materials
from the texts and lectures to illustrate the points being made. These assignments often
offer previously discussed examples illustrating points covered in class. There are usually
few typos or spelling errors (if any), sentences are relatively clear, and thoughts are
organized into a concise argument.
" C indicates satisfactorily meeting the course requirements in an adequate fashion. The
work addresses the questions but doesnt explicitly cite specific texts and discussion. This
work tends to recycle examples from discussion without discussing how they fit with the
5
analysis and repeats information given in class. There are usually typos, spelling errors,
and poorly structured sentences that make the argument vague or awkward.
" D indicates work that is off-topic, poorly written, disorganized, and instead of the
course materials, relies on personal experience alone or materials from other classes. In
other words, the assignment shows no evidence that the student was paying attention in
class and does not incorporate materials used in the readings or in class discussion. Often
these assignments seem more like summaries or reviews rather than analyses. These
assignments may also fall short or far exceed the page limits or time constraints for the
assignment. They do not use appropriate grammar and often are not proofread.
" F indicates work that dramatically fails to meet course goals and course expectations.
It is incoherent, plagiarized, and/or never turned in.

Regarding Scholastic Dishonesty: I take this matter very seriously and will report any suspected
cases of academic dishonesty to the Office of Student Conduct & Conflict Resolution. For details
on the Universitys policy on Academic Integrity, please consult the Offices website at
http://www.northeastern.edu/osccr/academicintegrity/index.html. The policy prohibits cheating,
fabrication, plagiarism, unauthorized collaboration, participation in academically dishonest
activities, and facilitating academic dishonesty. The process by which the university handles
academic misconduct cases is also very specifically spelled out in the policy. Violation of the
policy may result in failing the class as well as disciplinary sanctions. The internet makes it easy
to plagiarize, but also easy to track down plagiarismIf you can google it, I can google it.
Bottom line: Dont plagiarizeits not worth it. Cite all your sources, put all direct quotations in
quotation marks, and clearly note when you are paraphrasing other authors work.
6
Northeasterns Academic Integrity Policy
http://www.northeastern.edu/osccr/academicintegrity/index.html

A commitment to the principles of academic integrity is essential to the mission of Northeatern University. The promotion of independent and original scholarship ensures that
students derive the most from their educational experience and their pursuit of knowledge. Academic dishonesty violates the most fundamental values of an intellectual community
and undermines the achievements of the entire University.

The following is a broad overview, but not an all-encompassing definition, of what constitutes a violation of academic integrity.

Cheating: The University defines cheating as intentionally using or attempting to use unauthorized materials, information, or study aids in any academic exercise. When
completing any academic assignment, a student shall rely on his or her own mastery of the subject.

Examples:
Unauthorized use of notes, text, the Internet, or other aids during an examination.
Copying from another students academic work.
Unauthorized communication during an examination.
Handing in the same paper for more than one course without the explicit permission of the instructor(s).
Intentionally viewing a test before it is administered.
Storing notes in a portable electronic device for use during an examination.

Fabrication: The University defines fabrication as intentional and unauthorized falsification, misrepresentation, or invention of any information, data, or citation in an academic
exercise.

Examples:
Inventing data or facts for an academic assignment.
Altering the results of a lab experiment or survey.
Citing a source in a bibliography that was not used.
Stating an opinion as a scientifically proven fact.

Plagiarism: The University defines plagiarism as intentionally representing the words, ideas, or data of another as ones own in any academic exercise without providing proper
citation.

The following sources require citation:
Word-for-word quotation from a source, including another students work.
Paraphrasing (using the ideas of others in your own words).
Unusual or controversial facts not widely recognized.
Audio, video, digital, or live exchanges of ideas, dialogue, or information.
Students unclear as to whether or not a source requires citation should speak with their professor or consult the Writing Center in 412 Holmes Hall.

Unauthorized Collaboration: The University defines unauthorized collaboration as instances when students submit individual academic works that are substantially similar to
one another. While several students may have the same source material, the analysis, interpretation, and reporting of the data must be each individual's independent work.

Examples:
Sharing a take-home examination, case write-up, lab report, or any other assignment with a peer without express permission from the instructor.
Completing an academic exercise with the aid of a peer, but unfairly crediting all work to oneself.

Participation in Academically Dishonest Activities: The University defines participation in academically dishonest activities as any action taken by a student with the intent of
gaining an unfair advantage.

Examples:
Misrepresenting oneself or one's circumstances to an instructor.
Stealing an examination.
Purchasing a pre-written paper.
Selling, loaning, or otherwise distributing materials for the purpose of cheating, plagiarism, or other academically dishonest acts.
Destroying, altering, stealing, or forging another student's work, library materials, laboratory materials, academic records, course syllabi, or examination/course
grades.
Intentionally missing an examination or assignment deadline to gain an unfair advantage.
Forging information or signatures on official University documents.

Facilitating Academic Dishonesty: The University defines facilitating academic dishonesty as intentionally or knowingly helping or attempting to violate any provision of this
policy.

Examples:
Doing academic work for another student.
Making available previously used academic work for another individual with the intention of resubmitting the work for credit.

Guidelines
All members of the Northeastern University community share a role in upholding the Academic Integrity Policy. Any member of the community who witnesses a violation of this
policy should report it to the appropriate faculty member or the Office of Student Conduct & Conflict Resolution.

Cases referred to the Office of Student Conduct & Conflict Resolution will be investigated and, if sufficient evidence is presented, the case will be referred to the University's
Student Conduct Board. If a student is found responsible for violating any of the preceding items, a minimum sanction of deferred suspension will follow. A second violation will
meet with expulsion from the University.

Students who violate Northeastern University's Academic Integrity Policy may also be subject to individual course penalties. This can result in, but is not restricted to, failing the
course, in addition to any University penalty. All instructors must reference academic integrity in their syllabi.

If a student feels that he or she has been wrongly accused of violating the Academic Integrity Policy, the student has the right to appeal the charge to the body that first issued the
sanction.


7
Daily Schedule
What is TV? Why Study TV?
6/30 Reading: Course Syllabus
Screening: Frontline: Generation Like (2014)

7/1 Reading: Mittell, Introduction: Why Television?
Smith, Its Just a Movie
du Gay, et al. Introduction, Doing Cultural Studies

The Business of Television
7/2 Topic: Programming
Reading: Mittell, Chapter 1: Exchanging Programming
Screening: The Making of South Park: 6 Days to Air (2011) OR
The TV Set (2006)

7/3 Topic: Conglomeration
Reading: Anderson, Creating the 21
st
Century Television Network

7/7 Topic: Group Presentations
Assignment: Group Blog #1: Programming

7/8 Topic: Advertising and Audiences
Reading: Mittell, Chapter 2: Exchanging Audiences
Nussbaum, What Tina Fey Would Do for a SoyJoy
(http://nym.ag/kSG2)
Screening: 30 Rock, Jack-Tor (2006)

7/9 Topic: Post-Network Advertising
Reading: Jenkins, Buying into American Idol
Butler, Televisions Ebb and Flow in the Post Network Era
(optional background)

Media Regulation
7/10 Topic: The Public Interest and Public TV
Reading: Mittell, Chapter 3: Serving the Public Interest
Ouellette, Reinventing PBS (optional background)
Screening: 30 Rock, Lets Stay Together (2010)
PBS Digital Studios Clips
Assignment: TV Journal #1 Due

7/14 Topic: Group Presentations
Assignment: Group Blog #2: Advertising, Marketing, and Target Audience

7/15 Topic: TV and Democracy
Reading: Mittell, Chapter 4: Televised Citizenship
Screening: The Newsroom, We Just Decided To (2012)
8

7/16 Topic: Public and Private Spaces
Reading: McCarthy, Shaping Public and Private Space with TV Screens

Television Aesthetics
7/17 Topic: TV Production
Reading: Mittell, Chapter 5: Making Meaning
Screening: Scrubs, My Life in Four Cameras (2005)
Breaking Bad, Pilot (2008)

7/21 Topic: TV Style
Reading: Newman, From Beats to Arcs
Caldwell, Excessive Style (optional background)
Assignment: TV Journal #2 Due

7/22 Topic: TV Narrative
Reading: Mittell, Chapter 6: Telling Television Stories
Screening: Law and Order, Life Choice (1991)
Community, Basic Lupine Urology (2012)

7/23 Topic: TV Genre: Procedurals
Reading: Nichols-Pethick, One Thing Leads to Another

7/24 Topic: Group Presentations
Assignment: Group Blog #3: Aesthetics

Television, Representation, and Identity
7/28 Topic: TV and Representation
Reading: Mittell, Chapter 7: Screening America
Screening: All in the Family, Lionels Engagement (1974)
Roseanne, Aliens (1992)

7/29 Topic: TV and Social Issues
Reading: Spigel, Womens Work
Screening: Maude, Maudes Dilemma: Part 1 and 2 (1972)

7/30 Topic: TV and Identity
Reading: Mittell, Chapter 8: Representing Identity
Miller, Performing Glee (http://bit.ly/1lWksxz)
Screening: The Golden Girls, Scared Straight (1988)
Louie, God (2010)

7/31 Topic: TV, Race, Gender, and Class
Reading: Torres, Television and Race
9
Warner, Why is it so hard to bring up race in places where it
supposedly doesnt belong? TV, for example.
(http://bit.ly/aJGy7F)
Warner, A response to a response to a response.
(http://bit.ly/OekPBF)
Rastogi, Please Submit All Ethnicities (http://slate.me/OtsgXR)
Stewart, Racist Hunger Games Fans Are Very Disappointed
(http://bit.ly/GO1eUh)

Television Audiences
8/4 Topic: Viewing Practices
Reading: Mittell, Chapter 9: Viewing Television
Screening: Trekkies (1999)
Assignment: TV Journal #3 Due

8/5 Topic: Children and Media Literacy
Reading: Mittell, Chapter 10: Television for Children

Television, Technology, and Globalization
8/6 Topic: TVs Technological History
Reading: Mittell, Chapter 11: Televisions Transforming Technologies
Screening: Dr. Horribles Sing-Along Blog (2008)

8/7 Topic: New Media and Convergence
Reading: Tryon, Pushing the (Red) Envelope
Jenkins, Worship at the Altar of Convergence
(optional background)
Assignment: Final Paper Proposal Due

8/11 Topic: Global TV
Reading: Mittell, Conclusion: American Television in a Global Context
Iwabuchi, How Japanese is Pokmon?
Screening: Pokmon, Pokmon, I Choose You! (1998)

8/12 Topic: Group Presentations
Assignment: Group Blog #4: Online/Paratextual Strategies and Viewer
Engagement

8/13 In-Class Presentations of Final Papers

8/14 In-Class Presentations of Final Papers

8/18 Assignment: Final Papers Due at 12:00pm (noon)


10
Television Journals

1) The purpose of this assignment is to help you build the skill set of thinking critically
about television and television viewership through various analytical lenses. Over the
course of the semester you are expected to view an episode from nine different television
series. You may view network or cable programs. You may choose to watch programs
when they air during regularly scheduled programming, as syndicated broadcasts, on
DVR, on a compilation DVD, or from a streaming service such as Netflix, Hulu, or TV
Network websites. Basically, you can watch the program in whatever way you can find it,
though I would encourage you to experiment with different means of access.
2) You will complete and compile three separate journals. Each journal is worth 10% of
your overall grade.
3) Journal due dates:
a. Journal #1: July 10
b. Journal #2: July 21
c. Journal #3: August 4
4) Each journal should contain three entries, and each entry should be 300-400 words in
length.
5) Each entry should contain the following information:
a. Program Information
i. Date you are watching the program
1. You are expected to watch programs and write entries on different
days/at different times.
ii. TV Show title (italicized or underlined)
iii. Episode title (in quotes)
iv. Original air date (check www.imdb.com for this info)
v. Original network/channel airing (again, check www.imdb.com)
vi. Syndicated Network airing (if applicable)
1. If you watching a syndicated rerun note both the original network
and the network you are watching on; e.g. if you are watching a
rerun of The Big Bang Theory, the original network is CBS and the
syndicated network airing might be The CW.
vii. Genre/Format
1. e.g. sit-com, episodic drama, serialized drama, reality show, etc.
b. Access Information
i. Website Streaming (if applicable)
1. e.g. Hulu, Netflix, iTunes, Amazon, etc.
ii. Other Access (if applicable):
1. e.g. On Demand, DVR, DVD, YouTube, etc.
iii. Device
1. What did you watch the program on? e.g. a TV, laptop, game
console, phone, etc.
iv. Setting
1. Where were you when you watched the program? e.g. home, dorm,
living room, bedroom, in public somewhere on a mobile device,
etc.
11
v. Audience
1. Who else, if anyone, was watching the program with you? If you
watched with others what is your relationship to them? e.g.
roommates, significant others, parents, siblings, etc.
c. Journal Entry
i. Note: The above content does not count in the word-length requirements
for the journal entry. This journal entry portion should be 300-400 words.
ii. Your journal entry should consist of your personal observations about the
episode. You should try to write your entry extemporaneously as soon as
you finish watching the episode. Your observations do not need to
specifically cite pages from the book or course readings, but should aim to
connect your reactions with concepts you recollect from the readings or
those we have discussed in class.
iii. Please use a page break following each journal entry.


12
On-Going Group Project
1) Students will break into groups of 2-4 students and choose a television network or
channel to analyze over the course of the semester.
2) Students will complete four online posts using the blog feature of Blackboard. Each post
should be 300-400 words in length, and all members of the class are expected to read the
posts of the other groups. Each blog post is worth 5% of the overall grade.
3) For each blog post, students should examine a particular feature of the network/channel
they have chosen. Using contemporary journalistic resources such as Variety, The
Hollywood Reporter, Salon, The New York Times, etc., other online resources such as
Twitter and blogs, and their own engagement with the network/channel, students will
provide an analytic summary of how their network/channel operates.
a. Post #1 addresses the programming strategies of the network/channel. Be sure to
note things like the types of programs the network/channel airs, the strategies for
programming line-ups, the days of the week particular programs air, and how the
network/channel counter-programs against other networks/channels.
b. Post #2 addresses the advertising and marketing strategies of the network/channel,
as well as its perceived target audience. Be sure to note the target demographic of
the network/channel and information about its ratings.
c. Post #3 addresses the aesthetic and stylistic strategies of the network. Be sure to
pay attention not only to the aesthetics of individual programs but also the
interstitial material that helps brand the network/channel.
d. Post #4 addresses the online/paratextual strategies of the network/channel, as well
as the ways in which it attempts to engage viewers with new media.
4) Be sure to provide citations and/or hyperlinks to the sources from which you gather
information.
5) On days for which the posts are due, groups will give a 10-15-minute presentation of
their findings to the class. This should be a formal presentation during which each
member of the group speaks, so groups should expect to rehearse and prepare their
presentation before class. It would be helpful if groups included audio/visual material
and/or clips in their presentations in order to illustrate main points.
6) Blog posts are due by 11:40am on the day for which they are due.
a. Post #1 is due on July 7.
b. Post #2 is due on July 19.
c. Post #3 is due on July 24.
d. Post #4 is due on August 12.


13
Final Paper Project

1) For this paper, students will develop an argument that engages with a topic and television
programs(s) of their choosing. Each paper should demonstrate a clear understanding of
one or more of the concepts weve discussed in class, and the paper should apply the
concepts to a specific TV program or programs.
a. Alternately, students may propose a creative project option (e.g., a short video, a
video essay, an interactive website, etc.). Please meet with me if youd like to
pursue this option.
2) This project will consist of three parts:
a. An initial proposal
b. An in-class presentation/writing workshop
c. The final version of the project
3) The proposal is due on August 7 and is worth 10% of the overall course grade.
a. The proposal should include the following components:
i. The title of the paper
ii. A clear thesis statement/research question
iii. Brief summary of the argument
4) Each student will present his/her final paper project to the class in a brief (5 minute)
presentation. These presentations will take place on August 13 and August 14 (the last
two days of class), and the presentation is worth 5% of the overall course grade.
5) The final draft of the paper is due on August 18, and it must be uploaded to Blackboard
by 12:00pm (noon). Late papers will be deducted one letter grade for each day they are
late. The final draft is worth 25% of the overall grade.
a. The final draft must be 5-7 pages in length, and it must include a title page and
bibliography (in Chicago or MLA format). The title page should include your
name, my name, the course name, the date of submission, and a title for your
paper.
b. The final draft should expand on the work you did in your proposal, and you
should expect to do significant rethinking/revising of your initial argument,
incorporating any suggestions your classmates and I may have provided you.
Failure to take revision suggestions into account will negatively affect your grade
on this paper.
c. The essay should be typed in 12-point Times New Roman, 1-inch margins on all
sides, and double-spaced. Each page should also include your last name and the
page number in the upper right-hand corner.
d. If you use information from any outside sources (including Wikipedia and the
course texts), be sure to cite these. Remember, any time you use another authors
work (either paraphrased or directly quoted), you must cite that author. Plagiarism
will result in an automatic zero for the assignment and possible academic
sanctions.