"You're either with us or against us," President Bush declared when he launched his war on terror. That line in the sand has been reflected in a war of words between the West and much of the Muslim world.

To what extent has the media in the U.S. and Islamic world driven the confrontation? How have governments and terror leaders used (and abused) the media? Why do �they� hate us, why has anti-Americanism in the Muslim world increased since 9/11, and why have U.S. �public diplomacy� efforts been a dismal failure? In what ways has coverage differed in various parts of the world? What has been the impact of the rise of satellite television and New Media in the Muslim world? These and other questions will be explored through discussions, readings and an examination of recent reporting from around the globe (with extensive use of recent and real-time TV, radio and print coverage in class).

The course will provide students with a baseline understanding of Islam, U.S. policy toward the Muslim world, and the psychology of terrorism. We will examine the distinctions between Islam as a religion and Islam as a political force, between Muslim believers and Muslim fundamentalists, and between the varied societies of the Muslim world, from Morocco to Malaysia. We will examine in depth how the Iraq war has shaped Muslims perceptions both in that country and across the Muslim world, and we will look at the rise of political Islam as part of the democratic process in the 2004 Indonesian presidential election.

All of that will provide the foundation for a critical analysis of the role of the media in defining the relationship between Islam and the West. An additional specialized module is available for Middle East, Southeast Asian and South Asian studies grad students.

Required Reading

Available at Shaman Dram

1. Esposito, John. 2002. Unholy War: Terror in the Name of Islam Oxford and New York, Oxford University Press, paperback.

2. Miller, John, and Kenedi, Aaron (Eds). 2002. Inside Islam: The Faith, the People, and the Conflicts of the World�s Fastest-Growing Religion. New York, Marlowe & Co., paperback.

3. Pintak, Lawrence. 2003. Seeds of Hate: How America�s Flawed Middle East Policy Ignited the Jihad. London and Sterling, Va., Pluto Books, paperback.

4. CoursePack, available at Dollar Bill�s.

CourseTools

Students are required to regularly check the CourseTools site for any additional reading for each class date. I will be posting additional required readings as the term proceeds.

The use of my book will serve two functions (three, actually, since I get to sell copies): Certain chapters will address specific issues raised in class, but it will also provide a broad overview on how one reporter approached Islam and the emergence of modern terrorism.

A more imposing backdrop will be the real-time coverage of the War on Terror, the ongoing conflict in Iraq, and the Indonesian elections.

The News

Participants in the class will be expected to scan The New York Times each day for relevant stories about Islam, the Middle East, Southeast Asia and terrorism. I suggest a free subscription to the email version, which can be obtained at http://www.nytimes.com/membercenter/. View the relevant top stories and then drill down into the �International� section. The point is not to test you on obscure details of international news, but to ensure that you are conversant enough with world events that we don�t have to make detours in class to explain references to recent stories.

There will be at least two pop quizzes based on NY Times headlines as above. You not are studying this topic in a vacuum, the you-know-what is hitting the proverbial fan and you should be watching to see how what we are examining applies in the real world, in real time. The quizzes are meant to ensure that you are.

If you are interested in the overseas perspective, the BBC�s excellent Media Reports site draws from news organizations around the world. It can be found at http://news.bbc.co.uk/2/hi/not_in_website/syndication/monitoring/media_reports/default.stm. There is no shortage of other news sites around the world. I will post some links in CourseTools as the term proceeds and I encourage you to surf and find your own.

Assignments

Term Paper 20%

Current Affairs Quizzes (together) 20%

Final Exam 20%

Group Project 20%

Seminar participation & attendance 20%

Term Paper: This 1,500-2,000 word paper will analyze international coverage of a specific period (e.g. two weeks) or event in the War on Terror or the invasion of Iraq. You will choose one US news organization, one from Europe or Australia, and one from the Islamic world and compare and contrast their coverage during the period you are studying. Key elements which should be addressed:

� How do they approach the story?

� Are they emphasizing the same aspects?

� Are they using similar photographs to illustrate the story?

� Does the reporting reflect a point of view, and if so, how are they similar or different?

� How do their editorials and opinion columns compare?

The paper should cite specific examples and consist of the student�s own analysis, not that of someone else.

A one-paragraph summary of the period/topic to be studied and the three media to be monitored should be emailed to me by the deadline listed below. Failure to meet the deadline will cost you five points off your paper�s grade, so early submission is encouraged. Both should be delivered to me electronically through CourseTools.

Current Affairs Quizzes: These are ten-question multiple-choice quizzes based on headlines from The New York Times in the areas of terrorism, Islam, the Middle East, and politics in the Muslim world.

End-of-Term Group Projects: I will provide details on this at the first class after the mid-term break.

Area Concentrators: You will be required to do both your term paper and your group project on your region. The term paper will evaluate one news organization each from the U.S., another Developed World nation, and a country in your region of concentration. For the group project, we will ensure your topic focuses on your region of study. See me at the beginning of the term to coordinate.

Final Exam: This will be an in-class multiple-choice exam with two short essay questions. It will be cover the three main areas included in the class: Islam as a religion and political force, the broad subject of terrorism and Islamic terrorism in particular, and how the media covers those topics. There is no excuse for missing the final exam, short of a doctor�s note, death in the immediate family, or your own demise.

Key dates

Term Paper Topics Due: Jan. 20, 9 p.m.

Graded Discussions: Jan. 27, Feb. 17

Term Paper Due: Feb. 19, 9 p.m.

Group Project Presentation PowerPoints delivered: 3/31 9 p.m.

Final Exam: TBA

Participation

Students are expected to attend all classes and take a very active role in discussions. No absence will be excused without a doctor's note in the case of illness, an obituary notice in the case of a death in the immediate family, or notification by the student that he or she will be absent because of a religious holiday. Phone calls from Mom don�t cut it. Documents excusing absences must be presented to me the first class after the student's absence.

Any student who is late to class or absent should ask a fellow student, not me, for a fill-in on what the student missed and what assignments are due. Each student is to form a partnership with another student at the beginning of the semester in order to receive such information about whatever the student misses. Please do not email me asking what you missed and what assignments are due.

Students will be graded on their ability to comply with whatever assignments the class is given. Students should be fully prepared to discuss each day's reading assignment in great detail. A major part of the participation grade will depend on how readily the student takes part in all class discussions, asks questions about the reading, and discusses the reading in detail if called upon in class, showing that the student has read the material thoroughly. This is also true of real-time media coverage of relevant stories.

This is a communication studies class, folks, so I want to see/hear communication. However, this is also a class, not an opportunity to catch up on gossip. After 15-odd years in school, I assume you know the rules: Students who talk to their neighbors or are otherwise disruptive in class will receive a lower grade for participation, and may eventually be asked to leave. Any student who has a personal problem affecting his/her ability to take part in discussions should consult with me during the first week of the semester, or at the appropriate time if it crops up later (getting your tongue pierced is not an acceptable excuse. Do it during break.)

Cells, potato chips and other annoyances

This course is offered through the Communications Studies Dept., but since it is unlikely CNN will be calling you for an update, please turn off cell phones, pagers, interstellar communicators and all other devices that will intrude, distract or otherwise provoke a nasty look from me. Likewise, since there is little chance of famine in the local environs, please eat after class or get up a few minutes earlier and have a Pop Tart. Coffee and drinks are OK (since I�ll probably have one).

**Grading Policies**

Here is my policy on grading, borrowed in part from the School of Social Work:

� "A" grades are given for exceptional individual performance and mastery of the material. The use of "A+ (96-100)", "A (93-95)," and "A- (90-92)" distinguishes the degree of superiority.

� "B" grades are given to students who demonstrate mastery of the material. "B+ (87-89)" is used for students who perform just above the mastery level but not in an exceptional manner. "B- (80-83)" is used for students just below the mastery level.

� "C" grades are given when mastery of the material is minimal. �C+ (77-79)" for just above minimal. �C-� (70-73)" reflects less than minimal mastery of the material.

� "D" grades indicate deficiency.

� "E" grades indicate failure.

You don�t get a good grade just for �showing up.� Nor is effort alone sufficient to produce an above average (and �C� in my lexicon is considered average) grade. If you receive a lower-than-expected grade, do not tell me, �But I worked so hard��

For papers, grading criterion is as follows:

� Completion of assignment by deadline (including any topic submission deadlines): 10 points

� Demonstrated proper use of available research tools: 10 points

� Inclusion of all elements and components as outlined in assignment: 20 points

� Where appropriate, demonstrated ability to relate topic to readings and class discussion: 10 points

� Evidence of significant effort in completing the assignment: 10 points

� Demonstration of basic analysis and critical thinking skills that go beyond simply presenting source information and repeating the arguments/analyses of others: 20 points

� Quality of writing, including sentence structure, spelling and grammar: 10 points

� Proper use of APA format, including footnotes or in-text citations, and bibliography: 10 points

Deadline

I am a reporter. I take deadlines seriously. Papers delivered after a deadline will be graded down at the rate of five points per day, e.g., an �A� paper will become an �A-� paper if delivered in the 24 hours following the deadline, and so on. There is a similar impact if you fail to deliver the paper topic notifications by deadline (or submit them on time without all required information).

Presentations:

All of the above criteria apply to presentations, with the obvious exception of quality of writing, for which �quality of presentation� is substituted. Elements of this include both the verbal presentation and the quality of PowerPoint slides. I am not judging you on your artistic abilities, but rather on the ability to clearly and cohesively present information in an interesting manner. For example, slides jammed with blocks of unreadable 6-point type do not fit the definition, but I am likewise not going to give you points for using obscure fonts or a drum roll for your opening.

Reading long passages from the work of others does not constitute making a presentation (and doing so without providing attribution in the course of the presentation technically constitutes plagiarism).

Spelling, Grammar and General Literacy

With spell and grammar checkers, even those of us who came from TV (where no one knows whether it�s a comma or semi-colon) can produce clean copy. There is no excuse if you don�t. If I see red or green squiggles on a paper, it means you did not spell/grammar check, and you will automatically be penalized five points. This is a communications course, so I expect quality communications.

Plagiarism

According to the MLA Style Guide, plagiarism comes from the Latin for kidnapper. Here is the definition of plagiarism in the LSA Academic Judiciary Manual of Procedures:

�representing someone else's ideas, words, statements or other works as one's own without proper acknowledgment or citation. Examples of plagiarism are: Copying word for word or lifting phrases or a special term from a source or reference without proper attribution. Paraphrasing � using another person's written words or ideas, albeit in one's own words, as if they were one's own thought. Borrowing facts, statistics, or other illustrative material without proper reference, unless the information is common knowledge, in common public use.

Webster�s New World Dictionary offers a more concise definition:

To take (ideas, writings, etc.) from (another) and pass them off as one�s own.

Let�s be very clear: I will not tolerate violations of this tenet in either papers or oral presentations. For guidance on avoiding plagiarism in oral presentations, visit http://www.hamilton.edu/academics/rhetoric/citations.pdf. Getting caught plagiarizing in this class will not only ensure a failing grade, but will also bring down upon you the wrath of the university. For more info on the ramifications of plagiarism and other forms of academic dishonesty, visit www.lsa.umich.edu/saa/standards/acadjudic.html.

Writing Skills

The library offers an excellent program to help students improve the quality of their writing: �The Writing Workshop offers daytime appointments at the Sweetland Writing Center to undergraduates and graduate students who wish to work on their writing in a tutorial setting. One evening a week, a consultant is available in the Mary Markley residence hall.� Details at http://www.lsa.umich.edu/swc/about/about.html#Anchor-undergrad

Research Skills

A special workshop on using the library�s electronic research databases will be offered to students in this class by the Communication Studies library liaison, Amy Robb. I will announce the date in class. The workshop itself will take place outside class time. I strongly urge you to attend this session. It is specifically tailored to the research requirements of this class. Even if you think you know all about the electronic databases, you probably do not (like other faculty members, I am constantly learning new, hidden resources).

There is no situation in this class that would require you to purchase articles from an online archive. Through the library, you have free access to a vast array of news media content. If you think you have to purchase articles, come to me first!

Again, you will be graded on your ability to do research, so I strongly urge you to attend this session. Meanwhile, here is a link to an online overview of the research process: http://www.lib.umich.edu/ugl/libguide/. Additional resources on the research and writing process can be found at http://www.lib.umich.edu/acadintegrity/students/research/

Paper Formatting

Papers should be double-spaced using 12-point type and APA or MLA style. Details on these can be found on the library website at http://www.lib.umich.edu/grad/readyref/citation.html.

Prior to writing your paper, I strongly urge you to download a free 30-day evaluation copy of Endnotes, a citation management software program, from http://www.endnote.com/endemo.asp, or a 30-day evaluation copy of Citation from http://www.citationonline.net/demoform.asp. Both allow you to easily input details of your sources then automatically create footnotes, in-text citations and bibliographies using APA, MLA or other styles. The advantage of Endnote is that you can directly import all the information from the library databases, and save typing it in yourself. Student copies of Endnote are available for purchase through the Computer Showcase at about $100.00.

Delivery of Papers

All papers should be delivered electronically. I do not want hardcopies (since it is much more efficient and effective to edit them in Word).

Contacting Me

Email is the best way to reach me. I regularly check it relatively late into the night. Don�t bother leaving phone messages at my office. I am generally in my office during scheduled office hours, but it is probably best to call or email first if you are coming across campus just to see me.

Changes

Of course, I reserve the right to change any element of the course requirements or schedule. It is your duty to check CourseTools to make sure you have the latest version of the course calendar.

Course Calendar

#1 1/6 Course Overview: What do you know about Islam? How media-savvy are you?

#2 1/8 How Worldviews Impact Coverage: The communications disconnect

Reading:

CourseTools:

Khouri: �For Full Story, Watch American and Arab TV.�

Krimsky: �The View from Abroad.�

Arundhati Roy: �The Algebra of Infinite Justice.�

#3 1/13 What Muslims critics say about U.S. media coverage

Reading:

CoursePack:

Karim: �Introduction.�

Said: �Introduction� and �Islam as News.�

#4 1/15 Islam 101: The basics

Reading:

Miller & Kenedi 1-80.

#5 1/20 Islam: Liturgy and literature

Class Meets at Islamic Center of Ann Arbor, Plymouth Rd.

Reading:

Pintak xi-64

CoursePack:

Excerpts from the Qur�an (Cleary)

Overview on Muslim prayers and ritual from Sarwar, Islam: Beliefs and Teachings.

Online:

Rumi, The Rubaiyat at http://www.khamush.com/rubaiyat.htm.

#6 1/22 The Sunnis

Reading:

Pintak 65-97

Miller & Kenedi 107-127.

CourseTools:

Khouri: �The Arab Decade.�

#7 1/27 The Shi�a

Reading:

Pintak 97-165

Miller & Kenedi 81-92.

#8 1/29 In the eye of the beholder: What is terrorism?

Reading:

Pintak 166-204

CoursePack

Hoffman: �Defining Terrorism� (13-44)

Hoffman: �The Internationalization of Terrorism� (67-86)

#9 2/3 Islamic terrorism

Reading:

Esposito 3-70

Pintak 206-241

#10 2/5 Martyrs

Esposito 71-117

Pintak 242-254

#11 2/10 Political Islam: Islamists vs. Modernists (Indonesia)

Reading:

Esposito 118-160

CoursePack

Fuller: �Islamist Polarities.�

CourseTools:

Council on Foreign Relations: �Q&A on Islam and Democracy.�

Masmoudi: �The Silenced Majority: Liberal Islam,� Journal of Democracy

Abshar-Abdalla: �Freshening up our understanding of Islam,� Kompas

#12 2/12 Why They Hate Us

Reading:

Miller & Kenedi 167-212

Pintak 255-262

CourseTools:

Beaumont: �The Roots of Islamic Anger,� The Observer.

Lynch, �Taking the Arabs Seriously,� Foreign Affairs.

#13 2/17 Seeds of Hate: Lebanon

Reading:

Pintak 263-285

#14 2/19`Israel & Palestine: The Heart of the Middle East Story (18)

Panel discussion with guest speakers

Reading:

Pintak 289-310

CoursePack:

Telhami: �The Role of the Arab-Israeli Issue.�

CourseTools:

�NPR�s Middle East Problem.�

Mid-term papers due

winter recess

#15 3/2 Al-Jazeera and Islam in the Information Age (Salwa Kanaana)

Reading:

Pintak 310-338

CoursePack:

el-Nawawy & Iskandar: �A Major League Channel.�

Hefner: �Civic Pluralism Denied?� (from Eickelman and Anderson).

CourseTools:

Peter Maass, The New York Times Magazine: �When Al-Qaeda Calls.�

Daoud Kuttab, The New York Times Magazine: �The Arab TV Wars.�

#16 3/4 How Terrorists Use the Media (TWA)

Reading:

CoursePack:

Hoffman: �Terrorism, the Media and Public Opinion.� (131-155)

Karim: �Assassins, Kidnappers, Hostages.�

#17 3/9 Reporting Post-9/11: Patriotic Journalism?

CoursePack:

Zelizer and Allan: �Introduction � When trauma shapes the news.�

McChesney: �Sept. 11 and the Structural Limitations of US Journalism.�

Waisbord: �Journalism, Risk, and Patriotism.�

#18 FRIDAY 3/12 SPECIAL SE ASIA TERRORISM PRESENTATION

ZACHARY ABUSA 12-1:30 INTERNATIONAL INSTITUTE

See CourseTools for posted reading

#19 3/16 Media management and the myth of objectivity

Reading:

CoursePack:

Hedges: �The Cause.�

CourseTools:

Cunningham, �Rethinking Objectivity,� CJR.

#20 3/18 The Media in Iraq

Reading:

CourseTools:

MacArthur, �The Lies We Bought.�

�BBC Chief Attacks US War Coverage.�

Pintak: �Media Manipulation Nothing New,� Media Asia

#21 3/23 Anatomy of a Disconnect

#22 3/25 Covering Jihad � Jay Weiss

Reading:

Pintak 207-285

#23 3/30 Public Diplomacy

Reading:

Pintak 289-338.

CourseTools:

Daily Star, �Chickens, Eggs and Occupiers.�

�Changing Minds, Winning Peace� report (pdf)

#24 4/1 Presentations

#25 4/6 Presentations

#26 4/8 Presentations

#27 4/13 Presentations

#28 4/15 Presentations

#29 4/20 Exam Review

#30 Final Exam TBD

Terrorism, Islam & the Media

Fall 2004

Overview

Assignments

Key dates

Participation

Cells, potato chips and other annoyances

Spelling, Grammar and General Literacy

Plagiarism

Course Calendar

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