Japanese Zombies Film and Literature: Dr. Wayne Stein

ENG 5910 Japanese Zombies
Film and Literature CRN 14255
Fall Block 1 August 19, 2013- October 09, 2013
World Wide Web
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Student Information Sheet
http://www.uco.edu/academic-affairs/files/aa-forms/faculty/StudentInfoSheetSpring13.pdf
________________________________________________________________________
Instructor: Wayne Stein, Ph.D., Professor
You must have access to e-mail and the Internet
Preferred Contact Method
E-mail: wstein@uco.edu
Office: LA 105J; (405) 974-5618 (voice mail); (405) 974-3811 (fax)
NEED HELP? Student Interaction with Instructor
Online Question Interaction! If you have a question about the class, go to the site and
ask at the question prompt. Anyone can answer the question, but I have the last word to
clarify any concerns.
When to E-MAIL the Instructor? If it is more personal or about a grade, send an e-mail
to me.
Give the instructor 24 hours to respond to any message. However, messages sent from
Friday to Sunday may not receive a response until Monday.
Online Office Hours
Office hours are online. If you want to contact and interact with the instructor, contact me.
Just let me know what I can do for you!
Voice. If you want to talk, provide your phone number and the best times to reach
you.
In person. If you want to meet in my office, that is by appointment only.
1

Japanese Zombies Film and Literature: Dr. Wayne Stein
Biography
Being a professor and the Assistant Chair of the English Department, he teaches classes on
Asian culture, world literature, and the history of rhetoric. He was awarded the DaVinci Fellow
from the Oklahoma's Creativity Think Tank (2008), the ESL Professional of the Year Award from
OKTESOL (2003), the Service to the Sanga (Community) Award from the Stillwater OSU
Buddhist Society (2003), and various other awards. He has published books, chapters, and
articles for newsletters, newspapers, and encyclopedias. He graduated from Oklahoma State
University with a Ph.D. in English.
Course Description
This class examines the Japanese zombies as a new cultural form of yokai (monsters).
The economic (capitalism, zaibatsu, zombie corporations) and religious (Shintoism,
Buddhism, and Confucius) backgrounds of this horror genre will be studied. A
comparison of the Japanese zombie films to Western zombie films will be examined.
5910 Prerequisite: Graduate Standing.
Purpose of the course
By examining the political, social and cultural background of the Japanese Recession of
the 1990’s, a greater understanding of the rise of a new genre for films about the living
dead will occur. The Japanese Zombie films became popular during the millennium and
the first decade of the twentieth century. What are these films criticizing about Japanese
culture? What can we learn from these films as we try to survive our own recession?
Required Texts
If you order online, be sure to add additional postage to insure you receive the works in a timely
fashion. Deadlines will not be extended because you had to wait for the works.
1) Mikamoto, Rei. Reiko the Zombie Shop. Vol. 1 Milwaukie: Dark Horse, 2007.
2) Sato, Saikuke. Highschool of the Dead. Vol.1. Yen Press, 2011.
3) PeachPit. Zombie Loan. Vol 1. New York: Yen Press, 2008.
4) Hanakuma, Yusaku.Tokyo Zombie. New York: Last Gasp, 2008.
Required DVDs
Warning: The UC bookstore only orders a few of each film. There should be no excuse for not
having the film reactions on time. Yes, you can get them from a video store or even find them
in the library, but there can be competition because everyone is trying to get the films at the
same time. When possible, work a week or so ahead of time. Don't wait until the last minute to
find the film, find time to watch the film, and then write the report. Some of the films are quite
long. Others will be available via online rentals like Netflix.
Battle Girl: Living Dead in Tokyo Bay (1992), directed by Kazuo Komizu

Japanese Zombies Film and Literature: Dr. Wayne Stein
Versus (2000), directed by Ryuhei Kitamura
Wild Zero (2000), directed by Tetsuro Takeuchi
Stacy: Attack of the Schoolgirl Zombies (2001), directed by Naoyuki Tomomatsu
Tokyo Zombie (2005), directed by Sakichi Sato
Zombie Self Defense Force (2006)
Zombie Loan (2007), directed by Akira Nishimiri
Chanbara Beauty (2008), directed by Yohei Fukuda
Highschool of the Dead (2011), directed by Tetsuro Araki
Hell Driver (2011), directed by Yoshihiro Nishimura
Policies
Transformational Learning Objectives (Central Six)
Transformative learning goals (the Central Six) have been identified as: Discipline Knowledge;
Leadership; Problem Solving (Research, Scholarly and Creative Activities); Service Learning and
Civic Engagement; Global and Cultural Competencies; and Health and Wellness.
This course addresses discipline knowledge; leadership; problems solving (research,
scholarly and creative activities); service learning and civic engagement; global and
cultural competencies, health and wellness of the university's transformative learning goals.
Specifically, these goals are met by the following methods:
By engaging in the course material and lectures, students will gain a competency in
discipline knowledge. They will gain a knowledge of the various scholars and issues, the
major authors/filmmakers, and the key works associated within the field of study.
Students shall show leadership skills by engaging in each week's discussions; by
examining topics related to the social, cultural, and philosophical contexts of the texts
under discussion; and by defining and developing major independent research projects.
They must demonstrate a sensitivity to listening to others while respecting their views.
Students don’t have to agree. Having proper etiquette skills is key to developing a
leadership persona.
Students will understand about service learning and civic engagement in this course.
Living within the hierarchy of service and respect for others demonstrates civic
competency. To be part of the culture and audience is to be engaged with the community.
Civic engagement is a key characteristic of being an informed citizen of the world.
During the course, students will use problem solving skills like searching for academic
sources and valuable background information. Thus, students will participate in research
and scholarly activities as they explore a wide range of texts, visual and written, while
completing important research projects. Critical thinking is a crucial part of problem
solving.
Students will obtain global and cultural competencies through the intensive study of
social, political, religious and philosophical movements.
Finally, students will approach the mental health and wellness of other cultures and
compare that to the psychological, psychic and social norms of Western culture.

Japanese Zombies Film and Literature: Dr. Wayne Stein
Course Expectations:
Students will contribute to class discussions on films, readings, and issues.
Students will participate in simulations: role playing games (RPG) and write out their
results.
Students will have to use critical reading skills in a multimodal approach of textual and
visual discourses.
Students will complete a written report involving drafting, revision, and editing skills.
Students will investigate and research, along with how to correctly site sources.
Students will use problems solving skills when researching and being involved in
simulations.
Students will be engaged in critical analysis where critical thinking skills are a must.
Participation in Communicative Learning
Students will engage in class discussions where they will have an opportunity to interact, to
question, and to react to responses posted by other students. Interaction in course discussions
can add value to the class participation. Student will have the opportunity for:
Engagement and Interactivity.
Student - Peer Interaction.
Therefore, if you find a student’s post to be of high quality or invigorating to read, let the student
know. Online learning can be as stimulating as a regular class only if you add addition peer
feedback to others.
Multimodal Approach: Text, Graphics, Sound, and Video
This course presents the information in a variety of delivery styles: text, graphics, sound, and
video links. Critical writing skills are developed from critical reading skills. The text provides a
starting point for being critical. Graphics reinforce what the text delivers. Sound or music can also
stimulate different parts of the brain. Video links will also help in this multimodal approaching to
learning.
Graduate Writing Expectations
All graduate students are expected to write, think, and participate at a higher
level of consciousness. Therefore, a higher level of quality is required. Study
smart and work hard while being critical. Impress me.
ADA Statement regarding special accommodations
The University of Central Oklahoma complies with Section 504 of the Rehabilitation Act of
1973 and the Americans with Disabilities Act of 1990. Students with disabilities who need
special accommodations must contact the assistant director of Disability Support Services,
Kim Fields, in room 309 of the Nigh University Center, (405) 974-2549.

Japanese Zombies Film and Literature: Dr. Wayne Stein
It is the student's responsibility to contact the instructor as soon as possible after the DSS has
verified the need for accommodations to ensure that such accommodations are implemented
in a timely fashion.
VISIT DAILY
Make it a habit to visit the site daily and read what others write. You can post assignments
ahead of time. You can react to other posts. You can answer a question that another student
asks if you think you know the answer. By visiting daily, you stay active and engaged. Keep
to the subject of the class.
It is so easy to forget a due date or that the class exists. Be vigorous and show enthusiasm.
Do extra work. Don't be average. I know how many times you visit, how many times you
post, and how much time you put into the class.
Regents' Statement on Homework Expectations
It is expected that a full-time college student will spend a minimum amount of time each week
in class attendance and study out of a class approaching a 40-hour work week. A person
employed on a full time basis should not simultaneously expect to maintain a full-time
academic schedule.
At the undergraduate level, this means that for each hour in class, a student is expected to
spend at least three (3) hours doing homework. For a three credit class, a student is expected
to spend nine (9) hours a week doing homework.
Attendance Policy and Due Dates
Since this is a cyber class, we meet only through cyberspace. There is no attendance policy
because there is no physical class to attend; however, students have specific due dates, and
midnight, central standard time, is the exact time for each due date.
Policy for Late Assignments
A student will not be reminded that a due date is coming up, nor will a student be contacted if an
assignment has not been posted. Double check.
Contact the instructor, wstein@uco.edu, before an assignment is due if any problems arise to
cause one to miss the due date. Failure to contact the instructor will mean that it may not be
accepted.
Reports posted late, after midnight, cannot be posted unless the instructor is contacted. Give him
a day to allow permission. Be sure to e-mail for permission and send a copy of the report to
wstein@uco.edu. You will still be asked to post it.
Anything posted after the due time will have points deducted: 35 points a day.
ONLINE TIME FACTOR:
Since this is a cyber class, we meet only through cyberspace. Students have specific due
dates, and midnight, central standard time, is the exact time for each due date.

Japanese Zombies Film and Literature: Dr. Wayne Stein
Students will not be reminded that a due date is coming up, nor will a student be contacted if
an assignment has not been posted. Contact the instructor before an assignment is due if any
problems arise to cause one to miss the due date.
Weather Problems
Lightning strikes can cause a computer to crash and assignments to be lost. Turn off the
computer. You can turn your paper in late with no points taken off if an electrical storm
occurs. When the storm passes, e-mail me if it is going to be late. Be sure to write on the
paper turned in that a thunder storm occurred.
Time Management
Do not wait until the last minute to do a report because life often happens and gets in the way.
The holiday break can be a busy time. Do extra when you have time. Unexpected visits, your
computer crashes, family illnesses can and do occur. So make it a habit to finish early. Plus,
this allows an assignment to cook a bit in the mental oven. That way if you fall behind, you will
be on time and dazzle me with your insights.
Try to complete one or two major assignments before class begins. You can do the
assignments earlier. Save it. Print it out. But I will not grade them until all the assignments
are turned in by the students.
Originality vs Plagiarism
I reward effort and originality. To copy or use someone else's work as your own is not a wise
endeavor in this class, or to modify another author's work without giving that person credit is a
form of thief, an academic crime. DO NOT PLAGIARIZE. Turnitin.com is both a plagiarism
detection site and a plagiarism prevention site. After you post your assignment, you can check
the originality report. If you did not complete the documentation or paraphrasing correct, it will
show. You can correct it and simply re-submit. You cannot re-submit on late paper or after the
due date, so it is in your best interest to not wait until the last minute.
Brief comments will be made on your reports, so return to the same place you posted them after
one week to read the comments. The final report may only have a grade listed without comments
in an effort to post grades in a timely fashion.
Turnitin.com Plagiarism Syllabus Statement:
UCO subscribes to the Turnitin.com plagiarism prevention service. Students agree that by
taking this course, all required assignments may be subject to submission for textual similarity
review to Turnitin.com for the detection of plagiarism. All submitted assignments will be
included as source documents in the Turnitin.com restricted access reference database for
the purpose of detecting plagiarism of such assignments. Use of the Turnitin.com service is
subject to the Terms and Conditions of Use posted on the Turnitin.com website. Turnitin.com
is just one of various plagiarism prevention tools and methods which may be utilized by your
faculty instructor during the terms of the semesters. In the UCO Student Handbook, there is a
process for contesting any plagiarism allegations against you.

Japanese Zombies Film and Literature: Dr. Wayne Stein
Originality Report Turnitin.com will generate an originality report, which will show the
instructor and the students which online sites were used. If a student failed to format or cite
the source correctly, the student can resubmit a revised paper BEFORE the due date ends.
After the due date, no new submissions are allowed if you have already turned in a copy. Use
the originality report to check your errors, then resubmit BEFORE the due date. Work ahead!
Plagiarism Prevention
Depending on the severity of the mistakes, some points may be deducted. Below are some
common error that you need to avoid.
You name all the sources in the Works Cited, but forget some in the paper.
You forget to use quotation marks, but you list the source and page number.
Formatting Errors with Turnitin.com
When submitting to turnitin.com, formatting problems concerning documentation of sources
may occur. Your instructor knows this and will review the original paper, so don't worry.
What Is Plan B?
If your computer crashes, you must be able to continue with the class and access the
Internet. Kinkos is open 24 hours. Someone you know has computer access. Always
have an extra printed copy.
CREATE A PAPER FOLDER. KILL THE TREES!
Put everything into the folder.
PRINT OUT THE PRINTABLE SYLLABUS.
PRINT OUT A COPY OF ALL ASSIGNMENTS.
PRINT OUT DRAFTS OF ASSIGNMENTS.
PRINT OUT COURSE NOTES.
WORD (or Word Perfect) FIRST
I would suggest you type all assignments and even e-mail messages in Word first and save it.
Then copy and paste into the site. The site tends to log you out if you have not been active.
Even for your discussion reactions, craft or cook it in Word, and then copy and paste it into the
discussion board. Impress me.
Some browsers like Firefox might require the use of smart keys to copy and paste.
[Crtl-C] = Copy ; [Crtl-V] = Paste
Emergency Withdrawal Forms: W and I
Emergency Withdrawal Form
It is your responsibility to withdraw from class if you cannot complete the work or if some
unexpected problems arise. If the withdraw date has passed, then you must complete an

Japanese Zombies Film and Literature: Dr. Wayne Stein
emergency withdrawal form. Please go to the enrollment to see if you qualify. I must sign it.
This must occur as soon as possible.
Incomplete Form
This instructor cannot give a student the grade of "W" nor will the grade of "I" be given if more
than one assignment is missing. The grade of "I" is given only if it is the last assignment and if
you have a written excuse from a doctor, a funeral, or some other documented event. You
have one semester to make up this grade. I must be informed before the due date that an
assignment is not being turned in and that you have medical problems.
Therefore, if only the last assignment for the class is missing, then you can qualify, but we
both must sign an incomplete form.
Let it cook!
Peter Elbow says that good writing requires cooking. Don’t wait until the last minute.
Read ahead and draft a reaction. Wait a day or so and re-read what you wrote and then
re-see your draft and re-write. I grade by quality of thought and quality of prose. I am not
influenced by personality, by looks, or by political ideology. I am influenced by what you
write! So craft more and procrastinate less, which can be the difference between a grade
wanted and a grade despised. I don’t like McDonald-land, fast food prose, something
written while driving through or written without revision. Quality takes some time!
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Online Decorum Policy
Online classes can be interesting, challenging, and rewarding, and those are the qualities I
expect to characterize our course. Because we are communicating only by the written word, we
must make sure that our communication is respectful, polite, and encouraging. No ethnic, racial,
religious, or gender slur will be tolerated. All posts must be written respectfully to ensure an
appropriate atmosphere for teaching and learning.
Also, because this is a formal educational process, all communication will be written in Standard
American English. Do not use all caps or all small case letters. Do not abbreviate phrases or use
acronyms as you might in a casual email or text message to a friend.
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COURSE REQUIREMENTS
Value Assignments Due Dates
35% JZ Report Sept 17, 2013 5 th Week
35% JZ-Sim Oct 04, 2013 7 th Week
30% Discussion Reaction #1-10 Oct 09, 2013 8 th Week

Japanese Zombies Film and Literature: Dr. Wayne Stein
Grading Scale:
A= 90-100%
B= 80- 89%
C=70- 79%
D=60 -69%
F=0-59%
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JZ Report: Japanese Zombie Report
Graduates: at least 4 pages, at least 4 secondary sources, MLA Style.
The films or works themselves are not considered secondary sources.
Post it in Drop Box.
This is a scholarly argumentative report. Use scholarly sources when arguing your main
point. Character development or plot analysis are not so important for this report. Instead,
focus on the social, cultural and / or religious aspects. What are zombie films critical
about? What do we learn about Japanese culture, society, and / or religion? Is it a
criticism of capitalism, military, or family life?
Most of the films and manga examine the conflict between humans vs. zombies. Pick a
film or compare films that we have seen so far and write a report about what you deem to
be critical.
Be sure to quote from the DVD or manga, mentioning specific scenes or pages. You can
compare works too. You can examine video games about Japanese zombies too!
Choose manga:
1) Mikamoto, Rei. Reiko the Zombie Shop. Vol. 1 Milwaukie: Dark Horse, 2007.
2) Sato, Saikuke. Highschool of the Dead. Vol.1. Yen Press, 2011.
3) PeachPit. Zombie Loan. Vol 1. New York: Yen Press, 2008.
4) Hanakuma, Yusaku.Tokyo Zombie. New York: Last Gasp, 2008.
And / or choose DVDs
Some are available at the UCO Bookstore. Others will be available via online rentals like
Netflix.
Battle Girl: Living Dead in Tokyo Bay (1992)
Versus (2000)
Wild Zero (2000)
Stacy: Attack of the Schoolgirl Zombies (2001)
Tokyo Zombie (2005)
Zombie Self Defense Force (2006)
Chanbara Beauty (2008)
Highschool of the Dead (2011)

Japanese Zombies Film and Literature: Dr. Wayne Stein
Hell Driver (2011)
Articles: Smart folks will read and quote from these!
"The Essence of Shinto" by Takahiko Tomoeda
"Zombie in Lit, Film and Culture" by Kevin Boon
"Zombie Manifesto" by Sarah Lauro and Karen Embry
Find a focus. Here are some suggestions, but feel free to find your own. Listed are some
films that were not required. You might in interested in tracking down some.
Military. Examine how zombies and warfare mix. Japan's constitution prevents it from
having a military, but nationalism has caused a call for a new military to arise.
o Junk (1999)
o Zombie Self Defense Force (2006)
o Battlefield Baseball (2003)
Class System. Show how the work explores the differences and problems between
classes.
Tokyo Zombie (manga 2005, DVD 2008), Ju jitsu
Wild Zero (2000)
Hell Driver (2011)
Sports. The competitive nature of Japanese society is examined in these zombie films.
What else are these films saying?
o Battlefield Baseball (2003)
o Girls Rebel Force of Competitive Swimmers (2007)
o
Tokyo Zombie (manga 2005, DVD 2008), Ju jitsu
Yakuza. Examine how the criminal elements are prevalent in these zombie films. The
rise of crime in Japan has made this an important issue to Japanese.
o Junk (1999)
o Wild Zero (2000)
o Versus (2000)
Gender. Examine zombie films that focus on females. How are the oppression, rebellion
and problems of Japanese women criticized in these films?
o Stacy: Attack of the Schoolgirl Zombies (2001)
o High School Girl Rika: Zombie Hunter (2008)
o Highschool of the Dead (manga/DVD 2010)
o Girls Rebel Force of Competitive Swimmers (2007)
o Onechanbara (2008)

Japanese Zombies Film and Literature: Dr. Wayne Stein
Manga
o Mikamoto, Rei. Reiko the Zombie Shop. Milwaukie: Dark Horse, 2007.
Find Your Own Focus!
Organization. Below is only a suggested way to organize a report. If students want to arrange
their essays differently, they can.
Title:
Take off five points if you do not have a title. The title should have the name of the work
(year) and the name of the author or director. The title should hint at the thesis or purpose of
the report. The title should have some critical thought.
Introduction:
The introduction should define the major purpose of the work. You can do a
character analysis. What does the character learn? Develop a focus for the report.
What is the purpose? That is it you are trying to prove. Don’t point out the obvious if
you want a good grade. Try to point out something that might not be obvious and /or
discussed in Wikipedia. In other words, be critical and somewhat original. Have a
unified purpose. Don’t examine three or more different topics. Don’t be too obvious:
“War is hell and the work shows how the Vietnam War was hell. . .”“
Body:
The body, a group of paragraphs, must give examples from the work itself and from
secondary sources. What do the scholars say? If there are no scholarly points about
the work, find out what scholars write about issues that the work examines. Be sure
to quote specific pages or scenes as the examples are given. The body should
demonstrate how such examples fit into the points given above in the introduction.
Often, the best example is given as the last example of the body.
Conclusion:
Instead of repeating what you said in the introduction, you might try a call for action.
Perhaps ask the reader to cultivate a better appreciation for similar works. You can
end with an interesting quote that points to larger implications. Keep in mind the
conclusion is your last chance to engage the reader. Rewrite the conclusion several
times until you have one that is effective.
Works Cited
Take off 5 points if you do not have the title “Works Cited” since MLA is the format.
Take off more points if the MLA is not correct.
Best Practices
• Start researching now. The various sections of a book or article may have "Selected
Bibliographies." Do interlibrary loans and you can get those sources in a week. Having only

Japanese Zombies Film and Literature: Dr. Wayne Stein
three or four sources is a good way not to impress your instructor. Show me the research. I
always go to the Works Cited page first. I can quickly see the ideological angle that the paper
is written from and note what viewpoints you privilege, and I can note the amount of bloodand-sweat/research
you have fulfilled.
• Limit your topic. Since the paper is relatively short. Stay within a smaller topic matter and
go into detail on that. Don't examine ten different issues.
• Ample Sources. Be sure to have a balance of primary and secondary sources. Your
essay needs to quote (provide page number and list the source in the Works Cited) from the
primary source like what the author writes. Secondary sources are how scholars interpret the
primary sources. Sources will probably be mostly articles from journals, so begin to research
early and expect to do interlibrary loans. Electronic sources will be limited, though there are
some valuable sources that can be found for certain topics.
• Quality sources. You may have to go to a library or library.uco.edu and visit the online
database to access scholarly journal articles.
• Voice. You MUST state your opinions on which side you agree with. You can say "I." Be
sure to comment on your own opinions throughout the essay.
• Revision. Go back and proof and edit your paper. It may help your grade.
• Works Consulted. What sources did you use and do some background on?
• Creativity. I am looking for a creative and critical mind.
AVOID:
Do not procrastinate. You need to spend at least 3 weeks working on this.
Do not provide too much biographical or historical information. Some might be
appropriate, but you need to defend your point. Stay on focus.
Don't site Wikipedia or an encyclopedia. You might start there, but don't quote there. If
you do use such a source (because you can't find that stated at another site), do not
count those as your required sources. Beware. Are you sure that site is correct?
Stay on topic. Don’t get lost in the information. Have a point and stick to it.
Documentation of Sources: MLA
Do you have a "Works Cited" (not a Bibliography)?
Did you list the sources alphabetically?
Did you check with a textbook to see if you did the sources correctly?
Do you have a variety of sources? Books, articles, and chapters from books?
Are the sources recent? Having a paper about immigration and not having a recent article
is not wise.
AVOID
Do not use numbers in your "Works Cited."
Do not underline or put in quotation the title "Works Cited" even though it is in quotations
here.
Do not use the words "page" or "volume."
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Japanese Zombies Film and Literature: Dr. Wayne Stein
JZ-Sim: Japanese Zombie Simulation
Graduates, write at least 4 pages.
Post it in Drop Box.
While teaching English in Japan, a tsunami hits the coast and damages nuclear reactors.
Something evil occurs and the undead rise up. Cell phones don't work. You have discovered
some poems written by a human who is becoming a zombie. Create a survival narrative of the
zombie hunter whom you have become. Finally, include a reference section stating which works
were used or mentioned. Creativity rules, and humor is fine!
Submit all three sections together, not as 3 files.
1) A Haiku Notebook. Write at least eight (8) haiku from the point of view of a zombie. You
have come across a notebook of poems written in haiku fashion in English. Be sure to have
specific references to Japanese zombie work/s. The format of a haiku is 17 verses with 5, 7, 5
syllables, written in three lines:
Wake up to the sound (5 syllables)
Of puppies being eaten (7 syllables)
No more chewed slippers (5 syllables)
Video example. http://www.youtube.com/watch?v=pd1Ws9QnmZY
Web Site. http://zombiehaiku.com/
2) A Zombie Survival Guide Notebook. Create a narrative about how to destroy and
survive a zombie apocalypse, using complete sentences and a correct grammar. A key point is to
think of specific and unique aspects of Japanese zombie hunting to make your points. Make sure
to have references to specific Japanese zombie work/s that we examined.
3) Reference section. Take off 20 points if this section is missing. This section does not
count in your word count. Sorry. List the sources used. You can create endnotes, placing
numbers by each section that refers to a particular work. Then the endnote will list the section
and any explanation that you wish to share. You can focus on one source or multiple sources.
You can be a bit creative with the format. You can start with the Survival Guide and then
have the Haiku section. You can also alternate between each haiku and each survival guide
point, mixing the points of view.
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Grading Rubric for Reports and Simulations
How do I earn an "A"?
A. The grade of "A" is superior, better than the majority. I don't give many As. An "A" paper
takes work and time to do the revision and/or research. After you finish your final draft, revise the

Japanese Zombies Film and Literature: Dr. Wayne Stein
introduction and conclusion. How can you make your paper stand out above the rest? I don't
give high "A" grades like 95 or 100, for I feel a paper, even a superior one, can still be improved
and may still have flaws. Elements of creativity and originality will also be welcomed.
Usually there are no mechanical or grammar mistakes.
The level of diction and the writing style are higher and more interesting than the
average.
The paper is original, creative and interesting.
It has a unified message or purpose. A superior paper has a balance of ethos, pathos,
and logos. See the "Appeals" section below.
B. The "B" paper is a very good paper. It may need some revision. The quality and the
quantity of sources may exist though they may not be required, depending on the assignment.
Graduate students should have quality sources. The ethos is not as strong as it could have been.
The paper may not have a strong or interesting voice. The writing style was not very interesting
though it may be very academic.
C. The "C" Paper is a good paper, though average. This is not a bad grade. You did what
the assignment called for, and the paper has some points of quality. Usually, the voice is weak.
Also you avoided some important aspects of the argument. There are some mechanical or
grammar problems. The introduction and conclusion seems average, not special.
Others. The "D" and "F" papers are weak and need much revision. Many grammar problems
exist. Little or no sources were used. The logic is weak. The paper is not interesting. The
organization is weak also. The paper provides an overview of both sides and does not argue for
any side.
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Using the Appeals
How do you appeal to your audience?
What is important to your audience?
The key is to have a balance between all three appeals: ethos, logos, and pathos.
Ethos (Character)
Does your voice support the platform of your political party?
Does your paper bring some sort of originality to the argument?
Is your writing style interesting?
Are there interesting statements that make me think?
Logos (Logic)
Does the paper maintain a high standard of objectivity?
Do you have quality sources (avoiding sources like Wikipedia) to support arguments?
Do you have extra sources (quantity) to strengthen your argument?
Is your paper arranged logically?
Pathos (Emotions)
Do you maintain an even tone while treating your opponents with respect?
Do you seem human, approachable?
Is there some sort of energy in the style or ideas?
______________________________________

Japanese Zombies Film and Literature: Dr. Wayne Stein
Discussion Reactions
Write at least 300 words.
Take off 35 points for late posts.
The first set are due after midterm and the final set are due toward the end. See due dates. For
each discussion reaction, examine the value of the work from the required readings, films, and
from the course notes. Post the reactions in the discussion area.
Discussion reactions will take these forms:
1) Reading reactions.
2) Course notes reactions.
3) Character simulations reactions.
4) Other evaluation prompts.
Post the reactions in the discussion area.
Reading Reactions and Course Notes Reactions.
Take off five points if you fail to use quotes or fail to site the page number.
Be critical. Posting first can have its advantages because you can sound more critical
and original in thought. If you post later than others, read what they have posted. Try not
to repeat or post something that has already been stated or quote the same passages
that have been used. If there is nothing new to say, then acknowledge what other
students have posted by using their names, quoting from them. Then try to extend and
develop those thoughts a bit more. In other words, try to figure out what others have
missed.
Ask new questions and try to answer. Does the reading point to something else? Be
more critical. We don’t have to be right, but try to stand out. What are we not thinking
about? The readings and the course notes help prepare one for a better understanding
for the films. Additional research might be necessary.
Connection to Report. As you write your reaction, ask this: is this work interesting to me
or disturbing to me? If so, perhaps this will become source material for one of my reports.
If so, read what others are writing about it, start researching about the work or issues
associated with the work.
You will be reacting to a DVD, manga, articles or other prompts about zombies. You may be
writing from the yokai/zombie point of view. Somehow this zombie has enough consciousness to
write well!
Though there is a suggested order to complete the assignments, complete each assignment
according to when you access the work. Finding some DVD may be more difficult than others.
ALL assignments must be completed by a deadline.
Character Simulations.

Japanese Zombies Film and Literature: Dr. Wayne Stein
Alter or modify a pivotal point in the work. First, identify the scene. Second, become one
of the characters (use first person). Finally be creative, descriptive, and expressive.
Thus, what is the outcome of the modified scene? Pretend that you are revising the
scene. Make it better. (Write at least 300 words.)
Character Simulation based on an action film. What does it mean to become an Action
Hero according to the film? For most reactions, you will have to role play as an action
character in the film. Watch the film. You will answer the questions based on how you
think the character will reply. Give evidence from the film. Think like the character. This
can become a draft of your Action Hero simulation. Be sure to revise, rethinking, improve,
and extend your dramatic reaction when it becomes the Action Hero Simulation.
Other Evaluation Prompts. You might be asked to complete other evaluation prompts.
____________________________________________________________________
Grading Rubric for Discussion Reactions
The grade is based on the quality of observation and prose. When reacting to textual sources,
you must have key quotes from the readings, using quotation marks and page numbers.
Below 70 Poor execution. You did not spend much time on it. You probably didn't watch
the film or read the assignment because no specific mention of key scenes or key quotes
are provided. No page numbers were mentioned. No quotation marks were given.
Grammar and mechanical errors abound. You wrote in complete sentences in a formal
academic manner. Work harder next time!
70-79 Average. You demonstrated you read the assignment or watched the film, but you
may not have put in much effort. You had some quotes with quotation marks and had the
page number listed. You wrote in complete sentences in a formal academic manner. It
was okay!
80-89 Good, above average. You had some quotes with quotation marks and had the
page number listed. You made some interesting and insightful observations that other
students did not. You wrote in complete sentences in a formal academic manner. Your
writing style and craft were also above average. Very good!
90-100 Superior. You provided some quotes with quotation marks and had the page
number listed. You posited some interesting and insightful observations that other
students did not. You demonstrated a mastery of the text, an academic prose style, and a
superior skill in writing with little to no mistakes in mechanics, spelling, or grammar. You
probably completed some extra work, cited an interview by the author, a critical article, or
compared the work to another reading in the text. You turned it in on time! You wrote in
complete sentences in a formal academic manner. Wonderful!
_________________________________________________________________________
Suggested films: Gainjispoitation
Shyness Machine Girl (2009) directed by Noboru Iguchi (22min)
Elevator Trap (2009)

Japanese Zombies Film and Literature: Dr. Wayne Stein
Horny House of Horrors (2010)
Gothic Lolita Psycho (2010)
Yakuza Weapon (2011)
Jelly Fish Eyes (2012)
Dead Sushi (2012)
Gekijo Ban. (2012)
ABCs of Death (2012) Kaare Andrews
Deadball *(2011)
Monster Killer (2011) Sword of Blood
Zombie Ass: Toilet of the Dead (2011) Noboru Iguchi
63-fun-go (2009) Sequel to Gore Police 11 min)
Alive (2002)
Meatball Machine
Hard Revenge Milly
Samurai Princess (2009)
Vampire Girl vs Frankenstein Girl (2009)
Meatball Maching Reject of Death (10 Min)
Aragami
Sky High
Death Trance
A Larva to Love (203)
Evil Guy
Speaker Man the Boo
Zombie Self-Defense Force (DVD).
Japanese Zombie Film and Literature
Course Schedule
UNIT ONE: Way of the Hybrids
Transformational Learning Objectives:
Discipline knowledge; leadership; problems solving (research, scholarly and creative
activities); service learning and civic engagement; global and cultural competencies; and
health and wellness.
Objectives: Learning Outcomes
Rhetoric of Cinema (Montage and Camera Movements) and
Introduction (Monstrosity and Yokai)
__________________________________________
Assignments:

Japanese Zombies Film and Literature: Dr. Wayne Stein
1) Discussion Reaction. Read and react to Unit One Notes. Find something of
interest from the notes. Be sure to quote from key passages in the notes.
Unit One Notes
The Rhetoric of Cinema
Introduction
Improving the Critical Eye
Approaching a Scene
Sergei Eisenstein and the Montage
A Variety of Editing Techniques
Examining the Variety of Shot Techniques
Effects of a Variety of Camera Movements
Evaluation Character
Awakening the Monstrosity
The Other Undead: The Types of Zombies
Japan Sinks: Zombies as the Rise of the New Yokai
Versus (2000): The Rise of the Yakuza Zombie
Japanese Zombie as the Neo-Reanimated Monstrosity and Yokai
The Heteroglossia and Narrative Transparency of Cultural Horror
Zombies as Demons of Hybridization
OR read the manga, Zombie Loan (2002), written by Peach Pit. And watch the DVD,
Zombie Loan (2007) directed by Akira Nishimiri. Choose either work. Alter or modify a pivotal
point in the work. First, identify the scene. Second, become one of the characters (use first
person). Finally be creative, descriptive, and expressive. Thus, what is the outcome of the
modified scene? Pretend that you are revising the scene. Make it better. Write at least 300 words.
2) Discussion Reaction. Read the manga, Reiko: The Zombie Shop (1999), written by Rei
Mikamoto. Alter or modify a pivotal point in the work. First, identify the scene. Second, become
one of the characters (use first person). Finally be creative, descriptive, and expressive. Thus,
what is the outcome of the modified scene? Pretend that you are revising the scene. Make it
better. Write at least 300 words.
3) Discussion Reaction. Watch the DVD, Battle Girl: Living Dead in Tokyo Bay (1991),
directed by Kazuo Komizu. Alter or modify a pivotal point in the work. First, identify the scene.
Second, become one of the characters (use first person). Finally be creative, descriptive, and
expressive. Thus, what is the outcome of the modified scene? Pretend that you are revising the
scene. Make it better. Write at least 300 words.
___________________________________________
Suggested work
Zombie Ass: Toilet of the Dead (2011), directed by Noboru Iguchi
Overview Checklist
Transformational Learning outcomes: discipline knowledge; leadership; problems solving
(research, scholarly and creative activities); service learning and civic engagement;
global and cultural competencies; and health and wellness.
Understanding Course Notes: Discipline Knowledge
The Rhetoric of Cinema
Introduction
_____________________________________________________________________________
UNIT TWO: School of the Dead

Japanese Zombies Film and Literature: Dr. Wayne Stein
Transformational Learning Objectives:
Discipline knowledge; leadership; problems solving (research, scholarly and creative
activities); service learning and civic engagement; global and cultural competencies; and
health and wellness.
Objectives: Learning Outcomes
Cinematic Concepts (Intertextuality and Cinematic Cave) : Tales of the Strange
(Cat Soup and O’Bon); and Confucian Zombies (Wild Zero and Filial Piety).
___________________________________________
Assignments:
4) Discussion Reaction. Read and react to Unit Two Notes. Find something of interest from the
notes. Be sure to quote from key passages in the notes.
Unit Two Notes
Cinematic Concepts
Tales of the Strange
Tracing Intertextuality
Tracing the Homage
Tracing the Parody
Plato’s Cinematic Cave
Deeper into Plato’s Cinematic Cave
Proto-Cinematic Cave
Lost in Bodhidharma’s Cinematic Cave
Visuality, Visualilty, Visualty,
Visual Appeals
Junk (2000): Eat My Brains
Modern Western Tales of Horror
Asian Authenticity of the Strange
Cat Soup (Nekijiro 2001): Journey to the Land of the Dead
O’Bon: The Japanese Festival of the Hungry Ghost
The Chinese Festival of the Hungry Ghost and Chinese Zombies
Chinese Influence of Ghost and Zombie Tales
Confucian Zombies
Proto-Cinematic Apparatus Part 1, 2
Wild Zero (2000): Rock and Roll and Re-animation
Confucianism and Japanese Zombie Tale
Naoyuki Tomomatsu Zombie Films Part 1, 2
Tokyo Gore Police (2008)
Filial Piety: The Cycle of Justice of the Re-animated Part 1, 2,3
OR read the Manga, High School of the Dead (2007), written Daisuke Sato and illustrated
Shoji Sato. Watch the DVD, High School of the Dead (2010), directed by Tetsuro Araki.
Choose either work. Alter or modify a pivotal point in the work. First, identify the scene. Second,
become one of the characters (use first person). Finally be creative, descriptive, and expressive.
Thus, what is the outcome of the modified scene? Pretend that you are revising the scene. Make
it better. Write at least 300 words.
5) Discussion Reaction. Watch the DVD, Wild Zero (1999) directed by Tetsuro Takeuchi.
Alter or modify a pivotal point in the work. First, identify the scene. Second, become one of the
characters (use first person). Finally be creative, descriptive, and expressive. Thus, what is the
outcome of the modified scene? Pretend that you are revising the scene. Make it better. Write at
least 300 words.

Japanese Zombies Film and Literature: Dr. Wayne Stein
___________________________________________
Suggested Film:
Yoroi: Samurai Zombie (2008) directed by Tak Sakaguchi.
Overview Checklist
Transformational Learning outcomes: discipline knowledge; leadership; problems solving
(research, scholarly and creative activities); service learning and civic engagement;
global and cultural competencies; and health and wellness.
Understanding Course Notes: Discipline Knowledge
Cinematic Concepts
Tales of the Strange
Confucian Zombies
_____________________________________________________________________________
UNIT THREE: Tokyo Walking Dead
Discipline knowledge; leadership; problems solving (research, scholarly and creative
activities); service learning and civic engagement; global and cultural competencies; and
health and wellness.
Objectives: Learning Outcomes
Shoki: Zombi Hunter (OneChabara and Mushi ) and Shinto Zombies (Tokyo
Zombie and Kakurenbo)
___________________________________________
Assignments:
6) Discussion Reaction. Read and react to Unit Three Notes. Find something of interest from
the notes. Be sure to quote from key passages in the notes.
Unit Three Notes
Shoki: Zombie Hunter
Shinto Zombies
Shoki: A Zombie Hunter’s Manifesto Part 1, 2
Samurai Spirit vs Zombies Undead Spirit
Samurai Honor: Giri vs Ninjo: Duty vs Desire
The OneChanbara (2008): The Bikini Zombie Hunter
Buddhism and the Other Undead: Japanese Zombies
Zombie Hunter and the Sword of Mushi School
Hagakure: Hidden under the Leaves
Zombies - Shintoism, Way of the Spirits (gods) Part 1, 2, 3,4
Tokyo Zombie (2005) The War Between the Classes
Athletic Sport Zombies: Wide Word of Competition
Kakurenbo (2004): Hide and Seek with Demons
Kagome, Kagome: The Bird in the Cage
Dir En Grey “Shokubeni”: Bird in the Cage Pop Song

Japanese Zombies Film and Literature: Dr. Wayne Stein
Buddhism and Bodhisattvas: The Vows of Liberation
Zombies, Buddhism, and 6 Realms of Rebirth Part 1, 2
OR read the Manga, Tokyo Zombie (1999), written and illustrated by Yusaku Hanakuma.
And watch the DVD, Tokyo Zombie (2005), directed by Sakichi Sato. Choose either work.
Alter or modify a pivotal point in the work. First, identify the scene. Second, become one of the
characters (use first person). Finally be creative, descriptive, and expressive. Thus, what is the
outcome of the modified scene? Pretend that you are revising the scene. Make it better. Write at
least 300 words.
7) Discussion Reaction. Watch the DVD, Stacey: Attack of the Schoolgirl Zombies (2001),
directed by Naoyuki Tomomatsu. Alter or modify a pivotal point in the work. First, identify the
scene. Second, become one of the characters (use first person). Finally be creative, descriptive,
and expressive. Thus, what is the outcome of the modified scene? Pretend that you are revising
the scene. Make it better. Write at least 300 words.
8) Discussion Reaction. Watch the DVD, Chanbara Beauty (2008), directed by Yohei
Fukuda. Alter or modify a pivotal point in the work. First, identify the scene. Second, become
one of the characters (use first person). Finally be creative, descriptive, and expressive. Thus,
what is the outcome of the modified scene? Pretend that you are revising the scene. Make it
better. Write at least 300 words.
Suggested work:
Chanabara Beauty Vortex (2009), directed by Tsuyoshi Shoji. Alter or modify a pivotal
point in the work. First, identify the scene. Second, become one of the characters (use
first person). Finally be creative, descriptive, and expressive. Thus, what is the outcome
of the modified scene? Pretend that you are revising the scene. Make it better. Write at
least 300 words.
Overview Checklist
Transformational Learning outcomes: discipline knowledge; leadership; problems solving
(research, scholarly and creative activities); service learning and civic engagement;
global and cultural competencies; and health and wellness.
Understanding Course Notes: Discipline Knowledge
Shoki: Zombie Hunter
Shinto Zombies
_____________________________________________________________________________
UNIT FOUR: Adventures in Jigoku, Hell
Transformational Learning Objectives:

Japanese Zombies Film and Literature: Dr. Wayne Stein
Discipline knowledge; leadership; problems solving (research, scholarly and creative
activities); service learning and civic engagement; global and cultural competencies; and
health and wellness.
Objectives: Learning Outcomes
Matriarchy and the Gothic (George Romero and Japanese Gothic) : and Ghost
Stories (Undeath, Zen, and Silent Screams).
___________________________________________
Course Assignments:
9) Discussion Reaction. Read and react to Unit Four Notes. Find something of interest from the
notes. Be sure to quote from key passages in the notes. Write at least 300 words.
Unit Four Notes
Ghost Stories
Matriarchy and the Gothic
Rebirth of Matriarchy Who Rule Part 1,2 , 3
Defining the Western Gothic: Enter the Zombie
George Romero: The Father of the Zombie/
Ghouls Cinema
George Romero: “Living Dead” Series
Approaches to Japanese Gothic: Part 1,2
the Demon Dance of the UnDeath: Moving Zen
Cannibal Manifesto Part 1, 2: by Oswaldro de Andreade
Manga: Japan a Country Obsessed
Death Demons, Angels of Doom: Vengeance,
The Silence Screams of Asian Zombie Cinematic Crossings
OR watch the DVD, Versus (2000), directed by Ryuhei Kitamura. Alter or modify a pivotal
point in the work. First, identify the scene. Second, become one of the characters (use first
person). Finally be creative, descriptive, and expressive. Thus, what is the outcome of the
modified scene? Pretend that you are revising the scene. Make it better. Write at least 300 words.
10) Discussion Reaction. Watch the DVD, Helldriver (2010), directed by Yoshihiro
Nishimura. Alter or modify a pivotal point in the work. First, identify the scene. Second, become
one of the characters (use first person). Finally be creative, descriptive, and expressive. Thus,
what is the outcome of the modified scene? Pretend that you are revising the scene. Make it
better. Write at least 300 words.
___________________________________________
Suggested films:
Battlefield Baseball (2003), directed by Yudai Yamaguchi.
Big Tit Zombie (2010) in 3D, directed by Takao Nakano.
Overview Checklist

Japanese Zombies Film and Literature: Dr. Wayne Stein
Transformational Learning outcomes: discipline knowledge; leadership; problems solving
(research, scholarly and creative activities); service learning and civic engagement;
global and cultural competencies; and health and wellness.
Understanding Course Notes: Discipline Knowledge
Matriarchy and the Gothic
Ghost Stories
____________________________________________________________________________________________
Give me a week to grade your final report. It may take UCO a few weeks to post your final grade.
If you are having any problem turning in your report, let me know ASAP.
Thank you for a wonderful class. Keep in touch! I am on Facebook or Twitter!